
BVTSeO .A5S3 1911 
Sampey, John Richard, 1863 

The international lesson 
system 



THE 
INTERNATIONAL LESSON SYSTEM 




Bishop J. H. Vincent, D. D. 

Chairman Lesson Committee 
1872-1896 



Mr. B. F. Jacobs 

Member Lesson Committee 
1872-1902 



^1 1 ^iAY 1 1 

1 he \a. 

International Lesson oystem 

The History of Its Origin 
and Development 



Lectures Delivered Before the Faculty and 
Students of the Southern Baptist 
Theological Seminary 
February 6-10, 19 n 



By 
JOHN RICHARD 'SAMPEY,D.D.,LL.D. 

Professor of Old Testament Interpretation in 
the Southern Baptist Theological Seminary, 
Louisville. Author of "A Syllabus for Old 
Testament Study," "The Heart of theOld Tes- 
tament," etc. 



With a Brief Introduction 

By 

BISHOP JOHN H. VINCENT, D.D. 



The 

Sunday School Board Southern Baptist Convention 

Nashville, Tenn. 



Copyright, 19 11, by 
FLEMING H. REVELL COMPANY 



New York: 158 Fifth Avenue 
Chicago : 123 No. Wabash Avenue 
Toronto: 25 Richmond Street, W. 
London: 21 Paternoster Square 
Edinburgh ; 100 Princes Street 



To 

Benjamin Franklin Jacobs 

and 

John Hey I Vincent 

Founders of the 

International Uniform 

Lesson 



TABLE OF CONTENTS. 

Introduction, by Bishop Vincent vi 

1. Introductory: From Robert Raikes and 

William Fox to John H. Vincent and 
B. F. Jacobs i 

2. The Genesis of the International Uniform 

Lesson 44 

3. The Period of Triumphant Expansion 87 

4. The Period of Growing Criticism 119 

5. The Demand for Graded Lessons 155 

6. Illustrations — 

Vincent and Jacobs Frontispiece 

Members of the Lesson Committee (Hall, Gillett, 

Newton, etc.) 87 

Five Officers of the Lesson Committee 102 

Members of the Lesson Committee (Broadus, 

Cunnyngham, Palmer, etc.) 105 

Members of the Lesson Committee (Hoge, 

Berger, Errett, etc.) 115 

Members of the Lesson Committee (Sampey, 

Rexford, Warren, etc.) 147 

London Conference, Group at Table 191 

Members of the Lesson Committee (Calhoun, 

Bell, Eiselen, etc.) 198 

7. Appendix — 

1. International Uniform Lessons — Complete 

List 1872-1912 216 

2. Special Primary and Advanced Courses 250 

3. The International Graded Lessons — Complete 

List to Date 284 

4. Some Important Dates 356 

8. General Index 357 

vii 



PREFACE. 



Before history can be written, history must be made. 
A period of forty years of interesting and instructive co- 
operative Christian work has been waiting for some sym- 
pathetic writer to tell the inspiring 'story. As the senior 
member of the American Section of the International 
Lesson Committee, I have undertaken the pleasing office 
of chronicler and interpreter. Everybody has been will- 
ing and prompt to help me with the loan of books, papers, 
manuscripts, pictures and whatever else I have needed. 

The story was first told in lectures on the Sunday 
School Board foundation in the Southern Baptist Theo- 
logical Seminary. Much additional material has been 
incorporated, and valuable appendices have been added. 
The book contains all the lessons, both uniform and 
graded, that have ever been issued by the American Sec- 
tion of the Lesson Committee. 

My special thanks are due to Bishop Vincent for the 
courtesy of a long personal interview and for the excel- 
lent Introduction to my book ; to Professor Ira M. Price 
for granting me access to the Minutes of the Lesson 
Committee; to Messrs. Marion Lawrance, Hugh Cork, 
W. C. Pearce, W. B. Jacobs, B. W. Spilman, J. I. D. 
Hinds, E. M. Fergusson, and Mrs. J. W. Barnes for the 
loan of valuable books and papers ; to Mr. W. N. Harts- 
horn ior the use of cuts of the Lesson Committee, and to 
Rev. Frank Johnson for the gift of books and papers con- 
cerning the Sunday-school movement in Great Britain. 

Louisville, May i, 191 1. 



INTRODUCTION, 



A THEORY CONCERNING THE SUNDAY 
SCHOOL. 

BY JOHN H. VINCENT. 

The Sunday School is sometimes (I think I may say 
usually) spoken of and treated in conversation, discus- 
sions and church administration as a modern and human 
institution without biblical and divine authority. At 
best until v^ithin the last half century it was generally 
considered as a modern ingenious human device — in a 
way "providential" — for the religious instruction of chil- 
dren; and especially of children who do not enjoy the ad- 
vantages of a positive and earnest Christian home where 
family prayer is maintained, catechetical instruction 
given, and fidelity to what are called ''church services" 
ensured. 

I think it unfortunate that the name "Sunday School" 
has been so widely adopted, and that the origin of the 
institution is traced to so' recent a date in the history of 
the Christian Church. For this reason, with many of 
our best people, it is accounted a benevolent modern de- 
vice, really outside of the church, but worthy of em- 
phatic ecclesiastical encouragement. It does not have 
the full measure of "authority" which we award to the 
^'public service ;" but it is to be considered a modern aid, 
devised by Mr. Raikes, and finally adopted by most of 
the Christian denominations, not so much as a divinely 
established department of the church, in its essential ele- 
(xi) 



xii INTRODUCTION. 

ments practically employed in the New Testament times, 
but as a wise human device for imparting to children and 
youth religious instruction in order to bring them under 
the influence of the church. And sometimes (unfortu- 
nately) the Sunday School becomes to many people a 
substitute for the church. 

The theory of the "providential" character of the Sun- 
day School is valuable in securing for the institution 
strong Christian sympathy, but it is not calculated to en- 
sure such a sense of responsibility on the part of all 
Christian parents and pastors as would naturally follow 
a firm faith in th^ divine authority, and the New Testa- 
ment origin of the methods which distinguish the Sunday 
School of today. We shall gain immensely when we can 
place both "public service" and "Sunday School" on the 
same biblical foundation; with their programs of Scrip- 
ture reading, prayer, worship in sacred song, biblical 
exposition in free conversation and a wise personal ap- 
plication of the truth, all of which is followed by sym- 
pathetic oversight on the part of both Sunday School 
teacher and church pastor. 

We unwisely associate the Sunday School of today with 
Robert Raikes instead of with Paul, Peter, James and the 
Divine Master Himself. This is our radical mistake. 
The Sunday School of the church today is as much a 
service of "the church" as is the so-called "public wor- 
ship." It has as much biblical authority. It more really 
and literally follows the example and habit of Christ than 
does our ordinary public service at 10.30 or 11.00 o'clock 
on Sunday morning. 

If these modern claims be correct, the Sunday School 
should be under the immediate direction of church offi- 
cials, duly elected, carefully trained and regularly com- 



INTRODUCTION. xiii 

missioned, seeking to cooperate with home, pulpit and 
pastorate, and as dependent as these agencies are on 
gracious and divine influence and guidance. 

We may not all agree as to the official relations and 
functions of "teachers" in the early church. There can 
be little doubt that some of them were elected or ap- 
pointed as laymen to render service as teachers of the 
young and immature ; and certainly many Sunday School 
teachers of today are doing the same blessed and beauti- 
ful work, aiding parents and pastors, influenced, sus- 
tained and comforted by the Holy Spirit. A more pro- 
found realization of this on the part of Sunday School 
leaders and teachers would inspire them with higher and 
holier ambitions and render them more effective as repre- 
sentatives of the church in all their Sunday School 
service. 

But no diflference of opinion which present-day stu- 
dents of the primitive church may develop among them- 
selves can possibly diminish the sense of personal respon- 
sibility which every Sunday School worker should today 
feel as the parent's and pastor's helper in the biblical and 
spiritual training of childhood, youth and adults. 

Never before, under any civilization, has the intelligent 
lay worker (man or woman) found such blessed possi- 
bilities of service. The highest literary and intellectual 
preparation has in the Sunday School a rich promise of 
reward. The fellowship and friendship guaranteed to 
the earnest and faithful teacher, the response of young 
life awakened to ethical and spiritual possibilities, the 
later confirmation of all the best teachings of these faith- 
ful instructors must become noble incentives to life-long 
fidelity, fervor and self-sacrifice in service and to an in- 
creasingly devout and thorough 'study of the Word. 



XIV INTRODUCTION. 

If we may not secure a change In the title so long em- 
ployed, we certainly may make the Sunday School, even 
under its present name, a department of the church, sup- 
plementing the ministries of Fireside and Pulpit in the 
lines of religious and biblical training. I hope that the 
time is coming when we shall always speak of it as the 
''Church School" — whether it be in the form of an ag- 
gressive mission movement in the outskirts of a city or 
an organic part of the strongest and most thoroughly de- 
veloped church in the very heart of our highest civiliza- 
tion. I hope also that little children in all our homes 
will be trained to attend regularly what is everywhere 
known as ''the public service" at 10.30 or 11.00 o'clock 
on Sabbath morning. This emphasis is one of the hope- 
ful features of the Sunday School movement of our age. 
Indeed, there is a statement which for forty years and 
more I have been in the habit of making in public which 
I still stand by. It is this : "If a child six or seven 
years of age can attend but one church service on the 
Sabbath day, by all means let it be the public service.'* 
It is not possible in our age too strongly to emphasize this 
rule of Sabbath observance. The public service iirst in 
importance even for little children. It is, in fact, diffi- 
cult to over-emphasize this policy. We too slightly esti- 
mate the value of the public church service to the little 
child. The great building, the solemn silence, the music, 
the whole family in the pew, the pastor — "our pastor" — 
in the pulpit, the voice of sacred song, our pastor's 
prayer, the scripture lesson read by the pastor from that 
great Book on the pulpit — God's own word — and ^hen 
"our pastor's sermon." It is our pastor, whose hand is 
often in touch with the hands of the children who now 
listen to him and whom they reverence and, it is to be 



INTRODUCTION, xv 

hoped, love. No, he need not especially "adapt" himself 
to the capacity of the children. When a minister talks 
on -such topics and in such a language as to appeal to 
the average adult, the average child of our civilization 
can easily ''follow his line of thought." The gospel — 
its standards, its historic and biographical, its ethical, and 
even its doctrinal, contents and relations and applications 
are not beyond the grasp and appreciation of the average 
youth of our times. If only the minister will not "let 
himself down" to the children, they will easily follow 
him-^if their parents can. And by the simple illustra- 
tions which the wise and ingenious preacher and pastor 
employs, with no thought or intention of "adapting him- 
self to the dear children," he will be surprised how really 
interesting he is becoming to the adults and the "schol- 
ars" of his congregation. 

And I must add a line not likely to be popular with 
modern choirs in our churches. If we could have a pub- 
lic Sunday morning service sixty minutes long, and never 
a minute longer, and could remand to week-evening "con- 
certs" the attempts at elaborate music — anthems, duets, 
solos, etc. — by professional and "artistic" singers, culti- 
vating instead hearty congregational singing, we should 
increase the attendance at our public service, develop in 
our children a love of really sacred and worshipful music 
and a genuine, reverent appreciation of this part of the 
Sabbath service. 

Chicago^ April 24, 191 1. 



INTRODUCTORY: FROM ROBERT RAIKES AND 

WILLIAM FOX TO JOHN H. VINCENT 

AND B. F. JACOBS. 

WHO was the founder of the modern Sunday- 
school ? By common consent, with only occa- 
sional notes of dissent, the great honor of setting up 
the modern institution known as the Sunday-school has 
been accorded to Robert Raikes, sole proprietor and 
editor of the Gloucester Journal; and the date of the 
opening of the first school in Soot Alley, Gloucester, 
England, was probably July, 1780. Robert Raikes 
was not really the first person to teach children on 
Sunday how to read; there were Sunday-schools here 
and there in England and in other countries long be- 
fore the benevolent editor of the Gloucester Journal 
employed certain school-mistresses to receive poor and 
ragged boys from the streets and alleys of his native 
town for the purpose of teaching them how io read on 
the Lord's Day. As Alfred Gregory well says : 

Raikes' distinctive honour lies in the fact that, having in 
common with several other kindred spirits perceived the advan- 
tages that would attend Sunday teaching, he did not content 
himself, as did others, with establishing a school or schools in 
his own neighborhood, but by means of his newspaper and other 
organs of public opinion he recommended the practice far and 
wide, and never ceased his advocacy till the scheme was gener- 
ally adopted throughout the land. The movement, hitherto 
unheard of save in a few provincial towns and villages, was by 

1 



2 TEE INTERNATIONAL LESSON SYSTEM. 

him brought into the light of day. In vigorous language he 
introduced it to all classes of readers. From cottager to king, 
all learned of the new institution through Robert Raikes. He 
raised Sunday teaching from a fortuitous rarity into a universal 
system. He found the practice local : he made it national.^ 

The letter of Raikes to Colonel Townley, as well as 
the brief editorial in the Gloucester Journal of Novem- 
ber 3rd, 1783, in which Raikes made his first public 
announcement of the work in the Sunday-schools of 
Gloucester, has been frequently reprinted. I invite at- 
tention to another letter, a copy of which I have made 
from the Arminian Magazine of January, 1785, at that 
time edited by the Rev. John Wesley : 

AN ACCOUNT OF THE SUNDAY-CHARITY SCHOOLS, LATELY BEGUN IN 
VARIOUS PARTS OF ENGLAND. 

Gloucester, June 5, 1784. 

I have not had leisure to give the public an earlier account of 
my plan for a reform of the rising generation, by establishing 
Schools, where poor children may be received upon the Sunday, 
and there engaged in learning to read, and to repeat the Cate- 
chism, or any thing else that may be deemed proper to open their 
minds to a knowledge of their duty to God, their neighbors and 
themselves. 

The utility of an establishment of this sort was first sug- 
gested by a group of little miserable w^retches, whom I observed 
one day in the street, where many people, employed in the pin 
manufactory, reside. I was expressing my concern to one, at 
their forlorn and neglected state : — and was told, that if I were 
to pass through that street upon Sundays, it would shock me 
indeed, to see the crowds of children who were spending that 
sacred day in noise and riot ; to the extreme annoyance of all 
decent people. 

I immediately determined to make some little effort to 
remedy the evil. Having found four persons who had been 



1 Gregory : Robert Raikes, pp. 44, 45. 



FROM RAIKES TO JACOBS. 3 

accustomed to instruct children in reading, I engaged to pay the 
sum they required for receiving and instructing such children 
as I should send to them every Sunday. The children were to 
come soon after ten in the morning, and stay till twelve : they 
were then to go home and return at one ; and after reading a 
lesson they were to be conducted to church. After church they 
were to be employed in repeating the Catechism till half after 
five, and then to be dismissed, with an injunction to go home 
without making a noise ; and by no means to play in the street. 
This was the general outline of the regulation.— With regard to 
the parents, I went round to remonstrate with them on the 
melancholy consequences that must ensue from so fatal a neglect 
of their children's morals.— They alleged, that their poverty 
rendered them incapable of cleaning and clothing their children 
fit to appear either at school or at church ; but this objection 
was obviated by a remark, that if they were clad in a garb fit 
to appear in the streets, I should not think it improper for a 
school calculated to admit the poorest and most neglected ; all 
that I required, were clean faces, clean hands, and their hair 
combed. In other respects they were to come as their circum- 
stances would admit. 

In a little time the people perceived the advantage. Many 
children began to show talents for learning, and a desire to be 
taught. Little rewards were distributed among the most dili- 
gent. This excited an emulation.— One or two Clergymen gave 
their assistance, by going round to the schools on the Sunday 
afternoon, to hear the children their Catechism. This was of 
great consequence. 

Another Clergyman hears them their Catechism once a quarter 
publicly in the church, and rewards their good behaviour with 
some little gratuity. 

They are frequently admonished to refrain from swearing; 
and certain boys, who are distinguished by their decent be- 
haviour, are appointed to superintend the conduct of the rest, 
and make report of all that swear, call names, etc. When 
quarrels have arisen, the aggressor is compelled to ask pardon, 
and the offended is enjoined to forgive.— The happiness that 
must arise to all, from a kind, good-natured behaviour, is often 
inculcated. 

This mode of treatment has produced a wonderful change in 



4 TEE INTERNATIONAL LESSON SYSTEM. 

the manners of these little savages. I cannot give a more 
striking instance than I received the other day from Mr. Church, 
a manufacturer of hemp and flax, who employs numbers of 
these children. — I asked him whether he perceived any altera- 
tion in them, since they had been restrained from their former 
prostitution of the Lord's-day? "Sir, said he, the change could 
not have been more extraordinary, had they been transformed 
from the shape of wolves and tygers to that of men. In temper, 
disposition, and manners, they could hardly be said to differ 
from the Brute Creation. But since the establishment of the 
Sundays' Schools, they have shown that they are not the igno- 
rant creatures that they were before. When they have seen a 
superior come, and kindly instruct and admonish them, and 
sometimes reward their good behaviour, they are anxious to 
gain his friendship and good opinion. — They are also more 
tractable and obedient, and less quarrelsome and revengeful." 

From this little sketch of the reformation which has taken 
place, there is reason to hope, that a general establishment of 
Sunday Schools, would in time make some change in the moral8 
of the lower class. At least it might in some measure prevent 
them from growing worse, which at present seems too apparent. 

R. Raikes. 

P. S The parish of St. Nicholas has lately established 

two Schools ; and some Gentlemen of this city have also set up 
others. To some of the School-mistresses I give two shillings 
a week extra to take the children when they come from work, 
during the week days. 

I have given this long letter in full, in order to draw 
attention to the sentiments and ideas of the man who 
set up the modern institution of Sunday-schools. It is 
evident that moral and religious motives kept him to 
his task. He was a Churchman and a philanthropist. 
He boldly espoused the cause of Prison Reform and of 
Temperance before it was the fashion to advocate these 
worthy reforms. 

With beautiful modesty, Robert Raikes, in his early 



FROM RAIKES TO JACOBS. 5 

notices in the press, gave all the credit to the clergy of 
Gloucester for the Sunday-school movement. Rev. 
Thomas Stock, a clergyman of the Church of England, 
co-operated with Mr. Raikes from the inception of the 
movement ; so earnest and prompt was he in his advo- 
cacy of the Sunday-school that some of his parishioners 
came to think that he was the founder of Sunday- 
schools. The Gloucester Journal, the Gentleman's 
Magazine, the European Magazine and the Arminian 
Magazine gave publicity to the charitable enterprise. 
Within four years from the first editorial in the Glou- 
cester Journal, Mr. Raikes, in a letter to his friend 
John Nichols, estimated the number of children in Sun- 
day-schools at 250,000. 

How can the rapid spread of the movement be ac- 
counted for? Surely the times must have been ripe 
for such a charitable enterprise. Members of the Es- 
tablished Church and Dissenters vied with one another 
in the founding of new schools for the poor and igno- 
rant. If any single element in the life of the England 
of the eighteenth century should be sought as the com- 
pelling cause of such a glorious effect, the Wesleyan 
revival must be named as that cause. But for the work 
of John Wesley and his associates, the labors of Raikes 
might have been local and transient. Raikes planted 
the seed in soil that had been made mellow by the plow- 
ing and harrowing of Wesley and Whitefield. 

THE LESSON SYSTEM IN THE SUNDAY-SCHOOLS 
FOUNDED BY RAIKES. 

What now was the lesson system in the schools 
founded by Robert Raikes? It is difftcult for us to 



6 THE INTERIM ATIOXAL LESSOy SYSTEM. 

transport ourselves in imagination back to a time when 
there were no pubHc schools in England. The poor 
could not read and write in England in 1780. It was 
useless, therefore, to place the Scriptures in their hands ; 
for to them the Bible was a sealed book. To teach the 
children how to read was the first task of the schools 
founded by Raikes. Neatness, kindness, reverence for 
superiors, the spirit of forgiveness and the habit of 
attending public worship were inculcated with the ut- 
most diligence. The catechism was included in the 
regular course of instruction, and pupils were taught 
to read the Bible. The course of instruction, elemen- 
tary as it necessarily was, had for its end the moral and 
spiritual improvement of the pupils. The teachers 
were women who made it their business to teach the 
rudiments of an English education. They were paid 
at the rate of a shilling or more for each Sunday's 
work, giving from five to seven hours every Lord's 
Day to their pupils. The Sunday-schools were charity 
schools, none but children of the poor attending them. 
Boys and girls were taught in separate houses by differ- 
ent teachers, about twenty pupils being sent to each 
teacher. To this day in England the Sunday-school is 
associated in the minds of the cultured and wealthy 
with the idea of charity, and it is with difficulty that 
the American idea of the church Bible school for all 
classes and ages w^ins acceptance. 

THE WORK OF WILLIAM FOX. 

It is time that our attention should be drawn to the 
man whose name we have joined with that of Robert 



FROM RAIKES TO JACOBS. 7 

Raikes as one of the chief promoters of Sunday-schools 
in the eighteenth century. WilHam Fox was born 
February 14, 1736, at the village of Clapton, a few 
miles northeast of the city of Gloucester, the home of 
Raikes. He united with the Baptist Church at Bourton- 
on-the-water while yet a young man, and became in 
later life a deacon of the church at Lechdale. He 
seems to have believed in restricted communion. From 
comparative poverty he rose to affluence, by dint of 
energy and good management. 

During the period in which Mr. Fox resided in 
London as a wholesale merchant he had occasion to 
take frequent journeys through the counties of Eng- 
land, and was thus brought face to face with the la- 
mentable ignorance of the lower classes. As Mr. 
Power remarks, "He often found hamlets and even 
villages where the poor were entirely without the Bible 
—and what made this destitution worse, he discovered 
that when they were presented with a copy, not one 
in twenty could read it."^ He sought some means for 
remedying the evil. He wrote letters to many of the 
leading members of Parliament seeking to enlist them 
in the cause of the ignorant poor ; but without avail. 
While Raikes was experimenting with Sunday-schools 
at Gloucester, Fox was trying to devise ways and 
means by which ''every poor person in the Kingdom 
might be able to read the Bible." He talked with 
friends about the establishment of a Society to under- 
take the task of teaching the poor how to read. Parlia- 
ment having failed him, Mr. Fox brought the subject 

1 Power, Rise and Progress of Sunday Sdhools, p. 61. 



3 THE INTERNATIONAL LESSON SYSTEM. 

to the attention of the Baptist Monthly Meeting held 
at the King's Head tavern in the Poultry, in May, 
1785, submitting to their consideration the question 
''whether there might not be some plan adopted by 
which all the children of the poor might receive a 
scriptural education by being taught to read the Bible." 
The Chairman of the meeting was Henry Kane, Esq., 
a deacon in the Baptist Church at Mazepond. Mr. 
Fox made an earnest address before his Baptist 
brethren, urging that schools for the poor be estab- 
lished. He pleaded with them not to be discouraged 
by reason of the magnitude of the undertaking. A 
subscription was commenced at once for carrying into 
effect the measure presented by Mr. Fox. Surely here 
was a man ready to "attempt great things for God.'* 
When the Chairman of that meeting said to Mr. Fox: 
"I presume, sir, you intend to confine the plan to our 
own denomination, for then we shall go on in har- 
mony;" that sturdy, broadminded Baptist replied: "Sir, 
the work Is great, and I shall not be satisfied until 
every person in the world be able to read the Bible — • 
and therefore we must call on the world to help us.'* 

Soon after this meeting in May, 1785, Mr. Fox 
learned of the work of Raikes in Gloucester, and at 
once wrote to Raikes on June 15, 1785, asking for 
further information concerning the success of the Sun- 
day-school movement. He saw that the expense of 
Sunday-schools would be quite small in comparison 
with that of maintaining schools throughout the week 
days. He seeks to learn from Mr. Raikes whether 
children taught only one day in seven actually learn to 



FROM BAIKE8 TO JACOBS. 9 

read. Mr. Fox was led by this correspondence to 
change his original plan, and in due time, through his 
influence, the first society for promoting Sunday- 
schools was organized September 7, 1785. 

The Sunday School Society, founded by Wm. Fox, 
was established on a liberal platform. The Committee, 
to whose hands the business of the Society was in- 
trusted was composed of twenty-four men, one half of 
the number being members of the Church of England, 
and the other half Protestant dissenters. All pupils 
were required to attend some place of worship every 
Sunday, but such places as the parents should approve. 
The movement was purely charitable, as the first rule 
for the regulation of the schools fostered by the So- 
ciety shows : 'The subjects of this charity shall be poor 
persons of each sex and any age, who shall be taught 
to read, at such times and in such places as the Com- 
mittee, by themselves or their correspondents, shall 
appoint."^ Mr. Power suggests, as an explanation of 
the limitation of the schools to the poor, the wide gulf 
between the poor and the respectable classes at the 
close of the eighteenth century in England.. It was 
not deemed practicable to teach the children of the 
very poor and of the prosperous in the same school. 

THE NOBILITY BECOME INTERESTED IN SUNDAY- 
SCHOOLS. 

Mr. Raikes did much to introduce the Sunday- 
school movement to the favorable notice of the nobil- 



1 Rise and ProgreBS, pp. 99, 100. 



10 TEE INTERNATIONAL LESSON SYSTEM. 

ity of the realm. Writing to Rev. Bowen Thickens, of 
Ross, on June 2y, 1788, he remarks : 

At Windsor, the ladies of fashion pass their Sundays in teach- 
ing the poorest children. The Queen sent for me the other day 
to give Her Majesty an account of the effects observable on the 
manners of the poor, and Her Majesty most graciously said that 
she envied those who had the power of doing good by thus per- 
sonally promoting the welfare of society in giving instruction 
and morality to the general mass of the common people, a pleas- 
ure from which by her position she was debarred. Were this 
known to the ladies of the British nation it would serve to 
animate them with zeal to follow in the example which the 
Queen is so desirous to set before them. You may mention it 
to the ladies of Ross, who will not then perhaps be above notic- 
ing the children of their poor neighbors, if they are present 

George III himself, while on a visit to the Sunday- 
school at Brentford, is said to have uttered the wish 
that every poor child in his kingdom should be taught 
to read the Bible. Members of the French Academy 
came from Paris, in 1787, to enquire into the new plan 
for elevating the poor. Adam Smith, author of 'The 
Wealth of Nations," wrote: "No plan has promised 
to effect a change of manners with equal ease since the 
days of the Apostles." 

THE SUNDAY-SCHOOL AND POPULAR EDUCATION. 

The spelling-book was the first text-book in the 
English Sunday-schools established by Raikes and the 
Sunday School Society founded by Fox. Then came 
selections from the Bible, New Testaments, Bibles and 
Catechisms. The report of the Sunday School Society 
on July 18, 1795, recited the fact that in ten years the 



FROM RAIKES TO JACOBS. H 

Society had distributed 91,915 spelling-books, 24,232 
Testaments, and 5,360 Bibles for use in 1,012 Sunday- 
schools with about 65,000 pupils. The use of the Bible 
seems to have been limited to reading; there was no 
limited lesson to be studied by the pupil and taught by 
the teacher. The report of the Society in 1805 shows 
that during twenty years the Sunday School Society 
had "established and assisted 2,542 schools, containing 
226,945 pupils; had donated 219,410 spelling-books, 
50,126 copies of the New Testament, and 7,213 copies 
of the Bible." They had also expended more than 
$20,000 for the benefit of schools needing pecuniary 
assistance, most of which went to pay the salaries of 
teachers. In the light of these facts, the statement of 
the great historian, John Richard Green, is seen to be 
well within the bounds of truth : "The Sunday-schools 
established by Mr. Raikes, of Gloucester, at the close 
of the century were the beginnings of popular educa- 
tion." When the teachers of public schools volunteer 
their services in the Sunday-schools, they are but pay- 
ing a debt the modern free school owes to the modem 
Sunday-school. 

ADVENT OF THE UNPAID TEACHER. 

The plan of paying teachers may have been almost 
necessary in the early years of the Sunday-school move- 
ment; but if the institution was to spread to every 
village and reach the millions who needed its care, the 
principle of voluntary and unpaid labor must displace 
that of hiring teachers. As early as July, 27, 1787, 
only seven years after the founding of the first Sunday- 



12 THE INTERNATIONAL LESSON SYSTEM. 

school by Raikes, Rev. John Wesley, in his journal, 
says: "We went on to Bolton. Here are eight hun- 
dred poor children taught in our Sunday-schools by 
about eighty masters, who receive no pay but what 
they are to receive from their Great Master." Just as 
the Wesleyan revival prepared the hearts of men of 
every communion to engage in the philanthropic labor 
of founding and supporting Sunday-schools, so also 
the same evangelical revival prepared the hearts of 
men and women to give their services as teachers with- 
out financial compensation. As early as 1794, twenty- 
four out of thirty teachers in the Stockport schools 
gave their services without compensation. William 
Brodie Gurney, a Baptist layman, became the apostle 
of the movement in favor of unpaid teachers. He was 
the founder of the London Sunday School Union, 
which, from its origin in 1803, has favored the volun- 
tary plan. 

A new spirit came into the Sunday-school with the 
advent of the unpaid volunteer* teacher. Mr. Thomas 
Morris published in the Methodist Magazine for Sep- 
tember, 1802, "An Address to the Public on the Utility 
of Sunday Schools," in the course of which he says : 

As it has been found by experience, that these Schools have 
succeeded best which have been taught by persons who give 
their labour gratis; we would more particularly recommend 
that plan to be adopted wherever a sufficient number of sucb 
teachers can be procured. Such persons, engaging from motives 
of duty, and having only the glory of God and the good of their 
fellow-creatures in view, will be far more diligent and useful 
than any teacher that can be hired. 



FROM RAIKE8 TO JACOBS. 13 

THE ADMISSION OF ADULT PUPILS. 

The pupils in the early Sunday-schools were chil- 
dren. It was reserved for the Rev. Thomas Charles, 
an Episcopal minister, of Bala, North Wales, to open 
the door to adults. Mr. Charles had been a friend to 
the circulating schools in Wales, which went from one 
community to another teaching the pupils to read. Per- 
haps as early as 1785, he had introduced the Sunday- 
school among the Welsh. In 1798, Mr. Charles ap- 
plied to the Sunday School Society in London for a 
grant of books including Bibles and Testaments. Three 
thousand books were placed at the disposal of Mr. 
Charles; and the Executive Committee of the Society 
decided, in July, 1799, to undertake the publication of 
the New Testament in the Welsh language. The Sun- 
day School Society, perhaps for lack of funds, were 
unable to carry out their plan of publishing an edition 
of the New Testament in Welsh. In 1802, Mr. Charles 
brought to the attention of the Religious Tract Society 
in London the great destitution as to Bibles in Wales, 
and in the discussion that ensued it was suggested by 
Rev. Joseph Hughes, a Baptist minister, that steps 
ought to be taken to stir up the public mind to a gen- 
eral dissemination of the Scriptures. The outcome of 
the suggestion was the formation of the British and 
Foreign Bible Society in 1804. Thus the demand for 
the Scriptures in the Sunday-school was the occasion 
of the formation of a Bible Society which has sent 
forth millions of copies of the Word of God in many 
tongues and into all the lands of the earth. 



14 THE INTERNATIONAL LESSON SYSTEM. 

It was in the summer of 1811 that Mr. Charles com- 
menced the first Sunday-school for adults at Bala. 
Writing on April 12, 181 2, he says : 

We have six of these schools for the aged set up within these 
three or four months, and some hundreds have learned and are 
learning to read. By condescension, kindness and patience 
they have been engaged to learn, and their desire for learning 
soon became as great as any we have seen among the young 
people. They have their little elementary books with them 
often whilst at work, and meet in the evenings, of their own 
accord, to teach one another. The rumor of the success of these 
schools has spread abroad, and has greatly removed the dis- 
couragement which old people felt from attempting to learn at 
their age. This has been practically proved to be false, for old 
people of seventy-five years of age have learned to read in these 
schools, to their great comfort and joy.^ 

Mr. Power presents another letter from Mr. Charles, 
dated January 4, 1814, in which he says: 

In one county, after a public address had been delivered to 
them on that subject, the adult poor, even the aged, flocked to 
Sunday Schools in crow^ds ; and the shop-keepers could not im- 
mediately supply them with an adequate number of spectacles. 
Our schools, in general, are kept in our chapels ; in some dis- 
tricts, where there are no chapels, farmers, in the summer time» 
lend their barns. The adults and children are sometimes in the 
same room, but placed in different parts of it. When their 
attention is gained and fixed, they soon learn ; their age makes 
no difference, if they are able by the help of glasses, to see the 
letters. As the adults have no time to lose, we endeavor, before 
they can read, to instruct them without delay, in the first prin- 
ciples of Christianity. We select a short portion of Scripture, 
comprising in plain terms the leading doctrines, and repeat them 
to the learners till they can retain them in their memories ; and 
which they are to repeat the next time we meet. It is impos- 
sible for me, at present, to ascertain the number of adults iii 



^ Power, Rise and Progress, pp. 193-195. 



FROM RAIKES TO JACOBS. 15 

the schools ; in many districts they all attend, and the beneficial 
results of them are everywhere observed. 

The Adult school movement rapidly spread through- 
out Wales and England. Mr. Power quotes from a 
report of the Gainesborough Adult School Society the 
following: 

An old woman ninety-four years of age, at Ipswick work- 
house, made better progress without spectacles than some of the 
younger people, some of whom she undertook to teach. A 
woman ninety-eight years old at Manchester, went to a boys* 
school and received instruction; she reads aloud in the school.^ 

Let not our wonder at such a report make us fancy 
that we have at length reached the age limit in school 
life. 

At Glencavie on one of the islands of Scotland it is said the 
people flocked in crowds to the schools. An old soldier named 
Iverich, one hundred and seventeen years old, says he entered 
the army in 1715, and the Sunday School in 1815. After learn- 
ing the alphabet, and to connect monosyllables, his sight failed, 
and he could go no further.^* 

Thus the door of improvement was opened to the 
indigent aged, as well as to the children of the poor, 
and the Adult Class movement of the twentieth century 
was anticipated by almost a hundred years. 

THE FIRST AMERICAN SUNDAY-SCHOOLS. 

When were Sunday-schools established in America? 
Before the close of the eighteenth century there were 

^ Rise and Progress, p. 196. 
=* Rise and Progress, p. 197. 



16 TEE INTERNATIONAL LESSON SYSTEM. 

scattering schools in different States of the Union. 
From the earliest days of the Pilgrim Fathers, New 
England pastors practiced catechetical instruction. "In 
1647," says Pray, in his History of Sunday Schools, 
"a law was enacted in Massachusetts, the earliest of the 
kind to be found on the records of any Christian peo- 
ple, providing for the establishment of public schools 
for every town containing fifty families."^ The chief 
text-books in the common schools of New England in 
the eighteenth century were the New England Primer, 
the spelling-book, the Psalter, the New Testament and 
the Bible. From the beginnings of New England life, 
provision was made for the acquirement of the elements 
of a good English education. Popular education was 
not so well provided for in the other colonies, and 
hence it was natural that Sunday-schools after the style 
of the Raikes schools should be introduced first in the 
Middle and Southern States. 

Without attempting to describe the work of Ludwig 
Thacker at Ephrata, Pennsylvania, in the middle of 
the eighteenth century, or the work of Bishop Asbury 
in Hanover, Va., about 1786, we note the organization 
of "The First-Day or Sunday School Society," in Phil- 
adelphia on January 11, 1791. The first school of the 
Society was opened in March, 1791, two other schools 
being added during the first year. The preamble of the 
Constitution states the object of the founders of the 
Society : 

Whereas, the good education of youth Is of the first impor- 
tance to society, and numbers of children, the offspring of 



1 History of Sunday Schools, p. 194. 



FROM RAIKES TO JACOBS. 17 

indigent parents, have not proper opportunities of instruction 
previous to their being apprenticed to trades; and whereas, 
among the youth of every large city, various instances occur of 
the first day of the week, called Sunday, — a day which ought to 
be devoted to religious improvement, — being employed to the 
worst of purposes, the depravity of morals and manners : It is 
therefore the opinion of sundry persons that the establishment 
of First day or Sunday Schools in this city would be of essential 
advantage to the rising generation; and for effecting that 
benevolent purpose, they have formed themselves into a society, 
by the name of the Society for the institution and support of 
First day or Sunday Schools in the city of Philadelphia, and 
the districts of Southwark and the Northern Liberties. 

We can get some idea of the lesson systetn employed, 
by the action of the Society in 1793, when it was voted, 
"that the instructions to be given in their schools should 
be confined to reading and writing from the Bible; 
but for such scholars as had not learned to read, spell- 
ing-books and primers might be used." Pray remarks : 
*'By this rule it was understood that oral religious 
instruction was denied to the scholars; and no other 
good seems to have been contemplated than improve- 
ment in the common rudiments of reading and writ- 
ing, and decency in behaviour."^ Perhaps some mem- 
bers of the Society were content with improvement in 
reading and in manners, but others sought higher ends. 
The teachers were required to conduct the pupils to 
different places of public worship. Dr. Rice states that 
a committee was appointed to see that special attention 
was given by the teachers to moral and religious in- 
struction at every session of the schools. 

Within nine years, more than two thousand scholars 

^ Pray, History of Sunday Schools, p. 206. 
3 



18 THE INTERNATIO^'AL LESSON SYSTEM. 

had been admitted to the schools under the care of the 
Society. The teachers were paid for their services, as 
in the schools founded by Robert Raikes, the compen- 
sation ranging from 2of to 25f a year. When, in the 
early years of the nineteenth century, the voluntary 
system of gratuitous teaching was introduced in Amer- 
ica, the First day or Sunday School Society retired 
from active operations, and has ever since made grants, 
from its small invested funds, to needy Sunday- 
schools in Philadelphia and its vicinity. 

ADVENT OF A NEW TYPE OF SCHOOL. 

Between 1810 and 1825 in America the modern 
Sunday-school for religious instruction, as we now 
know it, came to be the prevailing type of school. The 
purely religious motive gained the ascendency. In 
many places the spelling-book was still in use, and the 
children were taught to read on the Lord's Day; but 
the chief subject of study in most schools came to be 
the Bible, as the guide to salvation. Sunday-schools 
were founded and maintained by devout Christians for 
the purpose of leading the scholars to Christ. The 
Catechism was still used, as it is to-day, as a compend 
of Scripture doctrine. The evangelistic note was heard 
in the opening and closing exercises, as well as in the 
teaching of the various classes. The question of the 
poor child who strayed into a Sunday-school one day 
and asked, "Is this the way to heaven?" could now be 
answered in the affirmative. The Sabbath-school had 
become for many the way to heaven. Teachers were 
burdened with the sense of responsibility for the souls 



FROM RAIKES TO JACOBS. 19 

of their pupils. The presence of unconverted teachers 
in the Sunday-school was no longer so common. There 
was more personal witnessing for Christ ; and revivals 
of religion broke out in the schools. The Sunday- 
schools were becoming "nurseries for Christians,'* as 
John Wesley had suggested in his later days. 

Rev. Asa Bullard, in his volume entitled "Fifty 
Years with the Sabbath Schools," quotes from a report 
of the Chillicothe Association of Sabbath School Teach- 
ers, of Chillicothe, Ohio, for 1817, a paragraph which 
presents the transition from the early type of school to 
the more modern : 

The town has been divided into eight school districts, in each 
of which there is a school, under the direction of competent 
teachers. To secure the regular attendance of the scholars, 
parents, guardians, and masters are requested to enter them by 
subscriptions for the term of one year, engaging to provide for 
them the necessary boolvs. The society has under its care four 
hundred scholars. They are taught to read the Scriptures, and 
memorize select passages. They are also taught to sing the 
praises of God. The schools are brought together monthly, to 
sing in concert, and have an address from a minister of the 
gospel.^ 

THE ERA OF MEMORITER WORK. 

The era of memorizing Scripture came in, and has 
continued in some degree to the present time. For ten 
or fifteen years prior to the introduction of a limited 
lesson in 1823, the chief task in the Sunday-school in 
America was the repetition of Scripture verses selected 
by the pupils. There was time for little else but the 
hearing of long selections which had been committed 

1 Fifty Years With the Sabbath Schools, p. 213. 



20 THE INTERNATIONAL LESSON SYSTEM. 

to memory by the pupils. Reward cards were given 
for excellent memoriter work, and children vied with 
each other in repeating whole chapters or even books 
at each meeting of the class. Often the scholar had 
little conception of the meaning of the passages quoted. 
The teacher simply heard the pupils recite what they 
had learned by heart. 

During the period from 1810 to 1825 the Sunday- 
school in America began to be admitted into the house 
of God by the churches. Baptist Sunday-schools, 
Methodist Sunday-schools, Presbyterian Sunday- 
schools were established in connection with local 
churches in all parts of the United States and Canada. 
There were also many Union schools in all parts of 
the land. 

THE ORGANIZATION OF SUNDAY-SCHOOL UNIONS. 

During the first quarter of the nineteenth century the 
general organizations for promoting Sunday-schools 
were unions of earnest souls of various religious creeds. 
The New York Sunday School Union was established 
in 1 81 6. A local union was formed in Boston the 
same year, and in 181 7 a similar union was formed in 
Philadelphia. These societies and others were merged 
into the American Sunday School Union, May 25, 
1824. The schools composing the Sunday School 
Union Society of New York used, in 18 16, the lessons 
compiled for the London Sunday School Union. They 
consisted of sketches of Scripture history printed on 
sheets and in spelling-books. The higher classes used 
the Bible in its entirety. 



FROM RAIKES TO JACOBS. 21 

The aim of the founders of the American Sunday 
School Union was expressed as follows: 

We are associated for the purpose of establishing Sunday 
Schools in destitute parts of the country, supplying them witb 
needful books, and aiding in the improvement of Sunday Schools 
generally. 

Our organization contemplates one grand specific object — 
viz : the gathering of untaught children into schools of religious 
instruction on the Lord's day. This is done by the labors of 
stated missionaries, whose office it is to explore new and recently- 
settled districts, and neglected neighborhoods, organize new 
schools and aid those already existing. 

Representatives of the leading evangelical denomi- 
nations of Christians were to constitute the Committee 
of Publication, and no book could be published to which 
any member of the committee should object. All the 
publications of this society are still on the ''union prin- 
ciple." The Union resolved to give its attention to 
needy communities in which there was no school under 
control of any denomination of Christians, and its aim 
was to disseminate the fundamental evangelical prin- 
ciples upon which the great Protestant bodies were 
agreed. The American Sunday School Union has done 
a mighty work in the founding of Sunday-schools in 
destitute communities in all parts of the United States. 
Its literature has been thoroughly evangelical, and the 
work of its missionaries has promoted a better under- 
standing and a spirit of co-operation among the great 
Protestant denominations. Many thousand Sunday- 
schools have been founded by its agents, and manj 
thousands of souls have been won to Christ as the fruit 
of its manifold labors. The work of this society pre- 



22 TEE INTERNATIONAL LESSON SYSTEM. 

pared the way for the great denominational Sunday- 
school societies and boards of more recent times. Some 
of the agents of the Union or its auxiliary societies, 
trained in its methods of work, afterward gave them- 
selves to the task of developing great denominational 
societies for the promotion of Sunday-schools. The 
Union took the lead in the creation of a literature, both 
periodical and permanent, for the use of Sunday- 
schools. At one time it was the great national society 
with which most of the leading Sunday-school work- 
ers of America were directly affiliated. The fact that 
it is now only one of a group of great societies for the 
promotion of Sunday-schools ought not to cause us to 
overlook its immense services in the early years of its 
history. The Union is still doing a great work in com- 
munities in which no church schools exist. 

THE FIRST MOVEMENT TOWARD UNIFORMITY IN 
LESSONS. 

Let us now turn to a consideration of the first 
system of Bible lessons for Sunday-schools that was 
able to command the respect of educators. The best 
account of this early system of selected lessons that 
I have been able to find is that of Rev. Edwin W. Rice, 
D.D., of the American Sunday School Union. Dr. 
Rice has kindly placed at my disposal articles and 
pamphlets of various dates in which he has told the 
story of the Uniform Lesson Scheme of 1825 and the 
following years. 

As early as 1823, a scheme of lessons from the 
jGrOSpels and Acts, with a few questions, was prepared 



FROM RAIKE8 TO JACOBS. 23 

and issued by Truman Parmelee, of Utica, N. Y. In 
1824, the Sunday School Teacher's Magazine, of Lon- 
don, suggested the importance of assigning certain por- 
tions of Scripture and catechism, instead of letting the 
children select and commit what they pleased. Early 
in the same year a scheme of limited and uniform 
lessons was arranged by two Sunday-schools in the city 
of New York, one of the schools being in charge of 
William A. Tomlinson and the other of "Father'* 
Seaton. The lessons, which were designed for general 
use by the two schools, were selections from the Gospels 
in chronological order. The lessons were to be used by 
all the classes in the two schools. In October, 1824, 
'The New York Association of Sunday School Teach- 
ers" passed a resolution declaring that "all lessons in 
Sabbath-schools should be selected," and on January 
I, 1825, they commenced a series of selected lessons 
for the four following months. 

The American Sunday School Union at once es- 
poused the new idea, and in March, 1825, published a 
card containing a list of forty-nine lessons for one year, 
divided into four parts, so as to leave room for a 
quarterly examination of the scholars. These lessons 
were used in many schools in New York, Philadelphia, 
and other cities, in 1825. The experiment was so suc- 
cessful that, in response to many requests, the trial list 
was carefully revised and issued for general use for 
one year, from May, 1826, to May, 1827. The New 
York Sunday School Union employed the Rev. Albert 
Judson to prepare for the use of teachers a series of 



24 THE INTERNATIONAL LESSON SYSTEM, 

questions of three grades on the lessons, which were 
published monthly in pamphlet form. The demand for 
Judson's work far exceeded the supply. Dr. Rice says : 

Seven thousand copies issued in New York of the first volume 
were found utterly inadequate, and the American Sunday-School 
Union purchased the right to issue 50,000 copies of the first and 
second volumes, these likewise failing to meet the demand. 
Several editions were rushed from the press in America, and 
large editions were printed in London, England. 

Judson's questions were of three grades. The first grade 
consisted of such plain and easy questions as might be answered 
by citing some clause of the Bible text. The second grade com- 
prised less simple questions, calling for more thought, and lead- 
ing the teacher to explain, and the scholar to know the meaning , 
of the text. The third grade of questions were those whicl^s^ 
arose from the subject of study, and from the passage of Scrip- 
ture where the same or a like topic of truth was taught. This 
called for a more general study of Scripture to discover how the 
same truth was presented by different sacred writers.^ 

That the promoters of this new lesson system in- 
tended that it should be a uniform series is plain from 
the hope expressed by the New York Sunday School 
Union Society, *'that this plan will very soon be so 
systematized that every school may be furnished with 
the same lesson — that thus every teacher and every 
scholar may be occupied upon the same subject at the 
very same time." The American Sunday School Union 
recommended the new series to all its auxiliaries and 
the Sunday-schools of the entire country. 

In 1827 the American Sunday School Union an^ 
nounced a series of lessons covering five years, forty 
lessons being assigned to each year. The schools were 

1 Rice, Important and Remarkable Epochs in the History of Sun- 
day-schools, pp. 10, 11. 



"FROM RAIEE8 TO JACOBS. 25 

left free to give the remaining Sabbaths to special 
lessons on the doctrines of the church or other topics. 
As originally projected, the first year was to include 
''the history of our Saviour's life and miracles; the 
second year embraced the Sermon on the Mount, the 
Parables, and other instructions of Jesus; the third 
year's course comprised selections from the Epistles 
and Revelation; the fourth year was devoted to inter- 
esting biographies and stories from the Old Testa- 
ment ; the fifth year was to be assigned to lessons from 
the prophecies." In these days when progressive Sun- 
day-school workers are trying to secure the attendance 
of the entire population from four years to one hundred 
years of age, the statement added by the promoters of 
this first uniform lesson will probably sound strange: 
''It is not probable that any among the present genera- 
tion of Sunday-scholars will continue in the schools a 
longer time than to get through these five-years' courses 
of instruction." 

This first uniform series was a marvelous forward 
movement in the Sunday-school world. Dr. Rice 
quotes from the American Sunday-School Magazine 
the following endorsement of the new method of study : 

The introduction of that system of Sabbath-school instruction 
which has attained the appellation of the Selected Lessons forms 
a new era in their history. It has been found so superior in 
every respect to the old plan of allowing or encouraging each 
child to commit as many chapters or verses for a lesson as he 
could, and each scholar a different lesson, that the latter is now 
excluded from every well-conducted Sunday-school ; and all 
now have the same, and that a limited portion of Scripture to 
study, understand and commit to memory. 



26 THE INTERNATIONAL LESSON SYSTEM. 

The new series was rapidly adopted in all parts of 
the country. Ministers and educators in all the States 
commended the series. New interest in the Sunday- 
school was aroused by this more systematic method of 
study. In 1828, the assertion was made that "the 
Selected Lessons are now almost universally intro- 
duced." It is said that revivals broke out in the Sun- 
day-schools and churches in various parts of the land. 
Pastors made the Sunday-school lessons the theme of 
lectures and sermons. The Bible came to be more 
nearly the exclusive subject of study in the Sunday- 
schools. Helps for teachers were prepared by several 
persons acting independently. In England, also, there 
was a movement in favor of limited lessons, on which 
helps similar to those of Mr. Judson were prepared. 
Popular works on Biblical Antiquities and Geography 
were prepared, and a Pocket Dictionary of the Bible 
was also issued. There was a new enthusiasm in the 
study of the Bible throughout the English-speaking 
world. 

The chief rival of the lesson helps prepared by Mr* 
Judson was a series by a Superintendent in New Jersey, 
which was issued with the approval of the Princeton 
Sunday School Union. An effort was made by the 
American Sunday School Union to secure unity in the 
Sunday-school lesson system throughout the land. The 
two rival systems were acquired by the Union, and Mr. 
Harvey Fisk was selected to combine the best features 
of the two systems into one. His work passed under 
the scrutiny of the Publication Committee of the Sun- 
day School Union. As a result of his labors, came the 



FROM RAIKES TO JACOBS. 27 

first issue of the ''Union Questions," Volumes I and II, 
on the hst of selected Uniform Lessons, the list having 
been again revised by leading educators. Had there 
been a strong permanent Lesson Committee, repre- 
sentative of the leading evangelical denominations, it 
v^ould seem that the great movement of 1872 might 
have been anticipated by more than forty years. 

The catechetical method was applied to the new 
system of lessons. The rather elaborate system of 
James Gall came to be applied in the helps on the 
lessons. The more popular expository method of our 
day was only slightly used. There was, indeed, a dis- 
tinct effort on the part of Sunday-school educators to 
provide for teachers improved helps for the under- 
standing of the Scriptures. These helps were issued 
in bound volumes, which had a wide sale, but did not 
attain to the immense circulation of the cheaper lesson 
quarterlies of recent time. Compare with the annuals 
issued in our day by Dr. Peloubet and Miss Tarbell the 
following description by Dr. Rice: 

The aids for teachers in this early scheme of uniform lessons 
were planned on a generous scale. Several successive .volumea 
as "helps" were issued. The teacher's help to the first year's 
course was on the Gospels, and contained a "harmony of the 
Gospels, exercises, illustrations, and practical lessons." The 
"help" on each lesson covered several closely-printed pages, the 
matter being classified under five heads : 1. The "narrative" or 
introduction to the -lesson, including its historical setting. 2. 
"Exercise" or a series of questions, to indicate to the teacher 
Bome plan of instruction, and how to avoid the sameness in the 
questions. 3. "Explanations" on all difficult phrases, and 
verses requiring any exposition, covering one to two or more 
pages. 4. "Illustration" of the symbols, as in parables, and 



28 TEE n'TERNATIONAL LESSON SYSTEM. 

similar lessons, which was often a more extended department of 
explanation than even the previous head. 5. "Practical lessons." 
This often occupied three or more closely-printed, but orderly 
paragraphed pages. These gave the result of wide study, keen 
wisdom, and broad applications of the truth to daily life. 

The earlier system of lesson helps for teachers may 
compare not unfavorably with our best recent books 
and quarterlies designed as aids to teachers; but there 
was no adequate provision for the needs of the pupils. 
It is at this point that the present International Lesson 
System far surpasses any earlier movement. 

THE VERSE-A-DAY SYSTEM. 

We now turn to note a distincly retrograde move- 
ment in Sunday-school instruction. The five years' 
course of Selected Lessons began in 1826, and would 
naturally have been completed in 1831 ; but instead of 
being completed in five years, the scheme was drawn 
out until it required a longer term of years to cover the 
principal Bible topics. Interest in the series of Uni- 
form Lessons seems to have begun to wane about 1831, 
and a rival scheme entered the field. The "Verse-a-Day 
Scheme," long employed by the Moravians in their 
devotional study, had been introduced into the Sunday- 
schools in Sullivan, Madison County, N. Y., in 1829. 
According to Dr. Rice: 

In 1831, the Sunday-school Teachers' Association of Oswego 
county, N. Y., adopted the system, and issued an appeal to the 
entire Christian world, setting forth the several advantages of 
the plan, and proposing its universal introduction. The scheme 
was to commence on January 17, 1831, with the first verse of 
the eleventh chapter of John, and take the verses thereafter in 



FROM RAIEE8 TO JACOBS. 29 

the Bible order, the verse for January 1, 1832, being John xx. 5. 
The American Sunday-School Union and all other Sunday-school 
societies were asked to consider the scheme, and the religious 
and secular papers were requested to publish weekly, one week 
in advance, the lesson of seven verses. In order to secure uni- 
formity in the adoption and use of the scheme, the Oswego 
Association also provided a "blank form" explaining the plan, 
and stating that it was designed for everybody of all "tongues 
and people, languages and nations." On each blank was a 
space to record the number, name, age, residence, lesson and 
date of beginning it, of every person in the family or school who 
joined this "verse association, or perpetual lesson plan." 

The Sunday-School Magazine for 1831 printed a copy of this 
blank with its accompanying explanations, and an editorial 
endorsement of the system. 

The Sunday-School Journal, then issued weekly by the Ameri- 
can Sunday-School Union, published the verses as suggested, and 
warmly endorsed the "verse-a-day system" as a simple plan of 
leading the whole community to a knowledge of the language of 
the Bible, but did not count it a good substitute for the "Selected 
Lessons" in Sunday-schools, which were still in use. The pro- 
posal, however, gained in popular favor, especially among those 
who had valued the plan of memorizing large portions of 
Scripture. The latter plan having been almost wholly displaced 
by the "Selected Lessons," the "verse-a-day system" was natu- 
rally regarded as a step towards the old memorizing practice. 
In 1831, a publication called the "Verse Herald" appears to have 
been issued, and in 1832, "The Daily Verse ExposMor" was pre- 
pared by Charles Hall, giving comments on the verses in the 
Book of Acts, to be used for that year. 

The only thing to be said in favor of the "Verse 
System" is that it encouraged the memorizing of Scrip- 
ture. It was entiiely mechanical in its adhesion to 
exactly seven verses for each weekly lesson ; the lesson 
selection often broke off in the middle of a sentence, 
and frequently portions of two entirely distinct para- 
graphs were included in the same lesson. Moreover, 



30 TEE INTERNATIONAL LE880N SYSTEM. 

if a boy of five had taken up this plan of study, he 
would have passed his ninetieth birthday before com- 
pleting his first survey of the Bible. The early popu- 
larity of this scheme, together with the undue exten- 
sion of the "Selected Lesson" system to nine or more 
years before the completion of its cycle of Bible study, 
did much to bring on an era of confusion as to lesson 
topics in the Sunday-school world. The Sunday- 
schools of America had to wait forty years for the 
advent of a system on which all evangelical denomina- 
tions could unite in the study of the same lesson at the 
same time. Rival schemes arose in different parts of 
the country, and the Sunday-school forces of the land 
had no common lesson as a bond of union. 

THE UNIFORM SYSTEM BROKEN UP. 

After the First National Sunday School Convention 
of 1832, The American Sunday School Union invited 
about fifty educators to aid in revising the series known 
as the "Union Questions." This company of experts 
made a careful revision of the lessons and the ques- 
tions, in the light of the best educational theories of 
that time. Dr. Rice states that the first course of 
Union Question Lessons, after this revision, attained 
a circulation of more than a million copies, being used 
for a period by both denominational and union schools. 
The "Union Questions" grew into a series of nine 
years' studies ; four years being given to the New Tes- 
tament, and five to the Old Testament. It is thought 
that these Union Questions had for some time a cir- 



FROM RAIKES TO JACOBS. 31 

culation greater than that of all other systems com- 
bined. 

It is interesting to learn that teachers of the so-called 
Infant Schools demanded and obtained lessons that 
were more simple and elementary. To meet the needs 
of small children, the "Child's Scripture Question 
Book" was prepared and published. For advanced 
classes, three courses were added to the Union Ques- 
tions : one year's lessons on Romans, another on He- 
brews, and a third on a general view of the Bible as a 
whole. 

As if thirteen separate courses were not enough, the 
American Sunday School Union devised and issued a 
"series of lessons contained in the Consecutive Union 
Question Book, first on Matthew, containing 6i lessons, 
followed by a similar list on Mark, of 39 lessons, and 
on Luke, of 58 lessons, and on John, of 47 lessons." 
The course on Matthew is said to have attained a cir- 
culation of nearly half a million copies, notwithstand- 
ing the large number of other systems which the vari- 
ous denominations were issuing. 

The "Union Primer" was also prepared for teach- 
ers of beginners, to be followed by the "Child's Scrip- 
ture Question Book;" in the Intermediate Department, 
the Consecutive Series on the Gospels was used; while 
the Bible Classes studied the Acts or the Epistles. 

From about 1830 the growth of the denominational 
unions and publication houses was rapid, so that the 
supremacy of the American Sunday School Union in 
creating and publishing lesson schemes came to be chal- 
lenged t^ the Methodist and other denominational 



32 TEE INTERNATIONAL LESSON SYSTEM, 

unions. Persons visiting first one school and then 
another could not know in advance what Scripture 
selection would be the lesson for the day. We thus enter 
upon a period of forty years during which the so-called 
''Babel Series" held sway. 

To say that there was no progress in Sunday-school 
instruction during this long period would be to over- 
look the marvelous development in Sunday-school 
method and management in those years of rapid growth 
in numbers. The movement toward the better grading 
of the pupils and the better preparation of teachers for 
their sublime task, went forward. The Sunday-school 
became the recruiting station of the Church. Revivals 
of religion were frequent in the schools. To lead the 
young to a personal acceptance of Christ was the ab- 
sorbing aim of thousands of consecrated teachers. Men 
like Stephen H. Tyng, Asa Bullard, Ralph Wells, and 
R. G. Pardee show^ed how to improve the Sunday- 
school as a soul-saving institution; and better methods 
of teaching were introduced. Through the agents of 
the denominational publishing houses the Sunday- 
school was made a part of the work of every progres- 
sive church. Thousands of books were written for 
use in Sunday-school libraries. Naturally, many of 
these were dull and ill adapted to sound religious edu- 
cation. Pious boys generally die in their youth, if we 
may believe the author of the average story book of 
that era. But a more sane and virile type of literature 
began to appear, and the best Sunday-school educators 
spoke out in favor of a manly type of reading for boys. 



FROM RAIKE8 TO JACOBS. 33 

EARLY NATIONAL CONVENTIONS. 

The First National Sunday School Convention, held 
in October, 1832, in New York, and the Second Na- 
tional Convention, held in May, 1833, in Philadelphia, 
brought together representative Sunday-school work- 
ers of all denominations and from many States. Valu- 
able facts were collected by a questionaire sent out be- 
fore the First National Convention. Had the leaders 
fallen upon the plan of a triennial convention, they 
might have hastened the development of unity among 
the Sunday-schools of the entire country. As it was, 
they made the mistake of calling a second convention 
in seven months after the adjournment of the first. 
Fewer States were represented in the second National 
Convention of 1833, ^^^ ^^ was twenty-six years before 
the Third National Convention met. Thus for more 
than a quarter of a century the leading Sunday-school 
educators of the nation toiled on without the inspira- 
tion of a great national meeting in which they could 
confer for the extension and improvement of the great 
institution to which they were giving their lives. There 
was no concert of action, no leader like B. F. Jacobs, 
to convert the masses of teachers and scholars into a 
great Sunday-school army for the winning of the na- 
tion to Christ. 

THE DEVELOPMENT OF THE BRITISH LESSON SYSTEM. 

What contributions to the improvement of lesson 
systems were made in Great Britain from 1800 to 
i860? Alderman John Heard, of Nottingham, pre- 
4 



34 37//: IXTERNATIONAL LESSON SYSTEM. 

pared, in 1805, "A Short List of Scriptures Designed 
as a Guide to Teachers for a Course of Reading in 
Sunday Schools." This Hst was pubhshed by the Lon- 
don Sunday School Union. We note that the Scrip- 
ture selections were designed as reading lessons, the 
chief work of the Sunday-school in England from 1 780 
to 1820 being instruction in spelling and reading. Rev. 
Frank Johnson, in a paper on the International Lessons, 
describes the condition among the poor in England in 
the second decade of the nineteenth century. He re- 
marks : 

In 1816 a Select Committee of the House of Commons was 
appointed to consider and report on "The Education of the 
Lower Orders of the Metropolis." From the evidence then given 
one gets glimpses of the conditions amid which the Sunday. 
School worked in the earlier decades of the nineteenth century. 
Large numbers of the children were employed in the week, and 
consequently attended no day school. In Hoxton, out of sev- 
enty-three children gathered int© a Sunday School, only two 
could read, and these not sufficiently to read in the New Testa- 
ment. The schools usually met three times on a Sunday. The 
morning and afternoon sessions were devoted to reading and 
spelling, Bible and Testament classes, catechism, repetition of 
Scripture and hymns. At the evening session Scripture was 
rehearsed. The classes were small, and it is significant of the 
"mothering" that the school had to undertake at this time that 
the teachers were required to see that the hands and faces of the 
scholars were clean, and that they were decently clothed. Writ- 
ing was taught gratuitously on week evenings. It was found 
that on an average it took a child three years to learn to read, 
and that scholars rarely stayed more than two years in a 
school.^ 

Mr. Johnson quotes from an essay by Mr. W. H. 



Bible Teaching by Modern Methods, pp. 73, 74. 



FROM RAIKE8 TO JAC0B8. 35 

Groser, Sen. Hon. Secretary of the Sunday School 
Union, as to the high prices of Bibles : 

Not only juvenile illiteracy, but also the high prices of Bibles 
and Testaments, tended to restrict their use. The schools were 
poor, and the parents of the children were poor likewise; and 
a Bible at 3s. 7d., or even a Testament at Is. 3d.— the prices 
charged in 1825 — could be obtained only in very limited num- 
bers. As elementary education extended, first the spelling- 
books, and after some further interval the reading-books, gave 
place to the cheapened Bible, which thus gradually won its 
fitting place as the text-book of the Sunday School.- 

We shall be able to see clearly the elementary nature 
of this Bible teaching in the Sunday-schools of Eng- 
land in the first twenty years of the nineteenth century, 
if we dwell for a moment upon the statement made by 
Mr. W. H. Groser that it was "the custom honourably 
to dismiss all scholars who had reached the age of four- 
teen if their conduct had been satisfactory. This was 
done publicly by the superintendent or minister, with 
the gift of a Bible and a few words of kindly com- 
mendation and counsel." 

Mr. F. J. Hartley, in a paper on 'The English 
Movement for Uniform Lessons," says that "the Com- 
mittee of the Sunday School Union were induced to 
prepare and publish — upon a system of progressive 
elementary instruction adapted to Sunday school classi- 
fication—a series of three class books containing Scrip- 
ture facts and truths in common household language, 
together with question books for the use of teachers, 
which, for many years, had a very extensive circulation, 
and did good service to the cause, pending the arrival 



36 THE INTERNATIONAL LESSON SYSTEM. 

of the era of cheap Bibles and uniform Scripture 
lessons."^ 

Mr. Hartley thus describes the work of a progress- 
ive teacher in England in the thirties, when Bible 
study was becoming the main feature of the Sunday- 
school curriculum: 

In a school with which the writer was connected in 1835, a 
course of lessons was prepared by one of the teachers, who also 
wrote out in a memorandum book a series of hints and explana- 
tions to aid in the work of teaching, and these notes were copied 
into other books by some of the young people, so that each of the 
Scripture class teachers was provided with a copy for his own 
use, to the great advantage of his scholars. 

Among the lesson schemes that began to appear, 
Rev. Frank Johnson calls special attention to a course 
on "Our Lord's Life and Ministry," by Mr. Robert 
Mimpriss, which was published in 1838. The lessons 
were described as "narrative, practical, and geograph- 
ical," and were illustrated by charts. Mr. Johnson 
describes the course as follows : 

The lessons gave a general outline of the words and works 
of Jesus, constructed from a harmony of the Gospels, and were a 
serious effort to promote continuity in study, and to give an 
intelligent grasp of the Gospel history. Each lesson began with 
narrative, and was followed by a series of questions and prac- 
tical inferences "for example and warning." Mr. Mimpriss* 
publications included a variety of pictorial and chronological 
charts, maps, and Scripture prints, which were hailed by the 
religious journals as "forming a new era in Scriptural 
education." ^ 



1 The International Lesson System, p. 17. 
' Bible Teaching by Modern Methods, p. 75. 



FROM RAIKES TO JACOBS, 37 

The Sunday School Union, in 1840, issued two lists 
of Scripture Lessons for Sunday-schools, one for the 
Testament Class and the other for the Bible Class. It 
may be well to recall the fact that in England the Sun- 
day-school meets both morning and afternoon, as in 
the days of Raikes. The personnel of the school is by 
no means the same at the two sessions, just as there is 
a marked difference between the morning and the even- 
ing congregations in our own large city churches. Ac- 
cording to Mr. Johnson, the lists from 1840 to 1842 
embraced the following topics : 

1840 (2 Lists). 

1. Testament Class. Morning: "Acts of the Apostles." 

Afternoon: "Life of Christ." 

2. Bible Class. Morning: "Genesis and Exodus." 

Afternoon : "Life of our Lord." 

1841 (2 Lists). 

1. Testament Class. Morning: "Life of our Lord." 

Afternoon : "Acts of the Apostles." 

2. Bible Class. Morning: Judges and Kings of Israel. 

Afternoon : Acts and Selections from Epistles' teach- 
ing—Christianity in relation to Business, Charity, 
Obedience to Parents, etc. 

1842 (1 List). 

Varied selection from all parts of New Testament — on the 
Attributes of the Deity, the Work of Christ, the Work of 
the Holy Spirit, and the Duties of the Young Christian.^ 

From Mr. Hartley, we learn that the Union com- 
menced the publication of the monthly "Notes" for the 

^ Bible Teaching by Modern Methods, p. 76. 



38 THE INTERNATIONAL LESSON SYSTEM. 

use of teachers in January, 1842. This periodical con- 
taining teachers' helps grew in popularity with the 
passing years. 

The lists of the Sunday School Union were improved 
as time went on. From 1842 to the close of the past 
century the lesson selections were uniform in the In- 
termediate, Senior and Adult Departments of Sunday- 
schools using the Union's series. In 1855, eleven years 
before the Chicago Uniform Series was commenced, 
practical uniformity was attained in England. Mr. 
Hartley, writing in 1889, thus describes the extension 
of the uniform principle to the younger scholars : 

In order to complete the Union system, the Committee have 
published, from the year 1855 to the present time, a quarterly 
"Scripture Lesson Book for Elementary Classes," consisting of 
a few verses selected from the Bible lessons of every Sunday, so 
that as infant class texts are regularly selected and printed in 
large type for the use of the primary classes, all the scholars 
can be occupied on the same lesson, the hymns sung, the 
prayers offered, and the closing address or examination can all 
be brought to bear upon the lesson of the day, and the teachers' 
meeting or preparation class rendered helpful to all in the 
schools which adopt the system. 

This lesson scheme is carried out with more or less complete- 
ness in a large number of the Sunday schools in England, and is 
generally known as the Uniform Lesson System of the Sunday 
School Union. Other societies and denominational publishers 
quickly followed the example of the Union by publishing lists 
of lessons and notes for the use of Sunday schools, but as none 
of them make provision for the junior scholars to be engaged 
upon the same topic, while many of the scholars are too young 
or uneducated to read the Bible, the uniformity only extends to 
the Scripture classes.^ 



1 The International Lesson System, pp. 18, 19. 



FROM RAIKES TO JACOBS. 39 

In Wales the Sunday-school early found admission 
into the chapel as a part of the church life and work. 
The Bible became the text-book, and the catechetical 
method was pursued by the teacher. Ministers of the 
gospel publicly catechised the school on the fourth Sun- 
day in the month. This public service is thus described 
by Rev. H. Elvet Lewis : 

On the afternoon of the fourth Sunday— that being Invariably 
the monthly Communion Sunday — the entire school occupied the 
gallery only, the members of each class sitting together. The 
chapter or monthly portion was recited either class by class, or 
by the whole of the classes in unison ; though, perhaps, "inton- 
ing" would more approximately describe it than "reciting." Then 
the minister questioned the school as to the contents of the 
monthly portion ; and as he was an expert catechist, he knew 
how to adapt his questions to the capacity of each class in turn. 
Sometimes a difference of opinion would arise on some moot 
theological point; he would allow the discussion to widen and 
to catch fire occasionally ; but he knew when to intervene and 
save the discussion from becoming a mere dispute.^ 

As Mr. Johnson says, "This system has bound the 
Welsh Sunday-schools closely to the Churches, and 
has given them their distinctive character." 

The Sunday-school curriculum in Scotland has been 
doctrinal from the beginning to the present time. 
Through the kindness of the Rev. Frank Johnson, I 
have received a copy of a "Scheme of Scripture Les- 
sons for Sabbath Schools, prepared by the Committee 
of the Glasgow Sabbath School Union," for 1846. 
There are fifty-two separate lessons, with no provision 
for formal review. For each lesson a passage of from 

^ Bible Teaching by Modern Methods, pp. 78, 79. 



40 TEE INTERNATIONAL LESSON SYSTEM. 

five to eighteen verses is assigned to be read, and a 
shorter passage of from two to four verses, often the 
heart of the longer passage, to be committed to mem- 
ory; a group of parallel passages on the topic being 
given last of all. The topics of the first four lessons 
are as follows: "Man is a lost and helpless sinner;" 
''God as a Holy Governor, is angry against sin;" "God 
as a Father, has compassion for the sinner;" "Christ 
is the only Saviour." The list contains a number of 
historical lessons, but the doctrinal element predomi- 
nates. 

THE MIDDLE OF THE NINETEENTH CENTURY IN 
AMERICA. 

To return to the situation in America. In the period 
from 1850 to i860, there were Sunday-school giants 
abroad in the land. Among these one must name Rev. 
Stephen H. Tyng, who was not only a pastor to his 
Sunday-school of fifteen hundred souls, but for a long 
time served as Superintendent also; Ralph Wells, and 
R. G. Pardee, both of New York, who not only built 
up great Sunday-schools in the Metropolis, but also 
went far and wide throughout the land stimulating 
Sunday-school workers to better service everywhere. 
Perhaps Mr. R. G. Pardee was, at his death in 1868, 
the foremost Sunday-school man in America. Dr. 
John S. Hart, says of him : 

He was neither brilliant, nor learned, nor eloquent, nor 
original, nor profound, nor had he any special advantages of 
voice or person, and yet he accomplished, single-handed, results 



FROM RAIKES^ TO JACOBS. 41 

not often vouchsafed to those who have all these qualities and 
advantages combined. 

After this negative description of Mr. Pardee, we 
are inclined to concur in Dr. Hart's judgment that '*a 
better example, either for young men in general, or for 
the Sabbath-school worker in particular, it would be 
difficult to find." Dr. Hart thus describes his first 
glimpse of Mr. Pardee, at a meeting in Philadelphia, 
which led to the organization of the Philadelphia Sab- 
bath School Association : 

It was a large meeting, containing some of the best clerical 
and lay talent of the city, and I shall never forget the impres- 
sion made upon me, when, after some pretty tall talking by 
sundry speakers, the little, wiry, unpretending man from New 
York came forward by invitation and addressed the meeting. 
His appearance certainly was not commanding, nor his voice 
musical ; his movements were stiff and angular ; he had none 
of the graces of rhetoric, and he was not very amenable to the 
laws of grammar. Yet he held that audience, rather a fastid- 
ious one, spell-bound. What it was that made the impression I 
do not know. But after the first sentence that fell from his lips, 
I do not believe any man or woman there ever once thought 
whether the man was eloquent, or graceful, or anything else. 
We forgot the man in the absorbing interest of the thoughts 
which he gave us. It was always so. Mr. Pardee was so simple 
and direct, and so full of his subject, that people forgot every- 
thing else but the truths and facts which he presented.^ 

Mr. Pardee was also a deeply devout man. Mr. 
Ralph Wells says : "We have often slept together, for 
we frequently traveled in company, and many a time 
I have known him to get out of bed and spend half the 
night in prayer. And wonderful utterances they 
were!" 



Pardee, The Sabbath-School Index, Introductory Sketch, pp. V, VI. 



42 THE INTERNATIONAL LES80N SYSTEM. 

Having served an apprenticeship as Superintendent 
of the Sunday-school at Palmyra, New York, Mr. 
Pardee was called into the service of the New York 
City Sunday School Union as the agent of that organ- 
ization in promoting Sunday-school work in the Me- 
tropolis. He gave himself heartily to this service for 
ten years, from September, 1853, to October, 1863. 

Having accumulated a moderate competency during 
his early life as a business man, and having invested 
his savings judiciously, Mr. Pardee was enabled to give 
the closing years of his life to unpaid labor in the 
Sunday-school cause, going to Conventions, Institutes, 
and other meetings of every kind to which he was in- 
vited, "visiting in this way every State in the Union 
except California, everywhere welcome, and every- 
where carrying with him an influence rich in blessing. 
He was sent for by the students of several of our larg- 
est theological seminaries, and delivered in each a 
course of familiar lectures on the practical details of 
Sunday-school organization and labor." His last 
labor of love for the Sunday-school was an extensive 
tour through the Southern States. He everywhere 
received the most cordial welcome. Perhaps he over- 
worked himself. He returned home, yellow with jaun- 
dice, from which he never recovered. 

Among many sayings quoted from Mr. Pardee, 
perhaps none is more striking and significant than this : 
*The teacher's life is the life of his teaching." 

As we close our study of the long stretch of time 
from Robert Raikes and William Fox to John H. Vin- 
cent and B. F. Jacobs, we must note briefly the signs 



FROM RAIKE8 TO JACOBS. 43 

of improvement in the Sunday-school world. Sunday- 
school State Conventions became the order of the day 
in the latter part of the fifties. New York held its first 
State Convention in 1857, and Illinois organized in 
1859. The movement spread rapidly. Sunday-school 
workers of every religious denomination came together 
in these assemblies and compared ideas for the better- 
ment of conditions in their local schools. Soon there 
came to be a demand for another National Convention. 
This Third National Sunday School Convention met 
in Philadelphia in 1859. Its chief benefit was the in- 
spiration to the workers, and the opportunity of ac- 
quaintanceship on the part of the leaders in the various 
States. It was planned to hold another National Con- 
vention two or three years later ; but the terrible Civil 
War broke out, and no general convention was held for 
ten years. 

THE ADVENT OF TWO GREAT LEADERS. 

The most significant thing to the eye of the historian 
in the decade from 1850 to i860 is the appearance on 
the arena of the Sunday-school of two notable men; 
the enthusiastic young Methodist preacher, John H. 
Vincent, and the irrepressible, invincible B. F. Jacobs, 
a Baptist layman ; both at work in Illinois, and soon to 
join hands in the young and growing city of Chicago. 
It was reserved for these two men to lead the Sunday- 
school forces of America out of their forty years' wan- 
dering in the wilderness of rival lesson schemes into 
the Canaan of United and Systematic Bible Study. 



II. 

THE GENESIS OF THE INTERNATIONAL 
UNIFORM LESSON. 

FOR thirty-eight years the Sunday-school world has 
been familiar with the International Uniform 
Lesson, a plan of study in which all classes from the 
youngest to the oldest have exactly the same brief 
Scripture lesson for a given Sunday. The passage to 
be studied, the title of the lesson and the Golden Text 
are identical in every department from the Beginners 
to the Adult Bible Class. The mode of treatment varies 
widely, each teacher trying to adapt the lesson to his 
pupils according to their age, interests and capacity. 
A method of study which has enlisted more than twenty 
millions of teachers and pupils is certainly worthy of 
careful scrutiny by students of the science of education. 
How did the Uniform Lesson System arise? Who 
were the principal actors in launching the system? 
What preparation had been made for the advent of the 
system? What did its original advocates expect it to 
accomplish? What was the character of the Uniform 
Lesson in the first year of its existence ? What sort of 
reception was accorded the system at its inauguration ? 
What kind of lesson helps were issued for the use of 
teachers and pupils using the lessons ? These are some 
of the questions that invite attention in tracing the his- 
tory of the Sunday-school Lesson System. 

44 



GENESIS OF THE UNIFORM LESSONS, 45 

THE SITUATION IN AMERICA IN 1860. 

The average Sunday-school in America in i860, like 
the Sunday-school of the first quarter of the century, 
still put a premium on the memorizing of Scripture. 
The boy or girl who could recite from memory the 
greatest number of verses Sunday after Sunday was 
considered the best pupil in the school. It was cus- 
tomary for the children to select their own Scripture 
passage, and there was little or no effort to explain and 
apply the Scripture to the life of the pupil. Of course 
there were many teachers who sought to win their 
pupils to a personal acceptance of Jesus as Saviour, 
and to train them in right living, but the system of the 
time was so imperfect that the teacher could not ob- 
tain the best results. Parrot-like repetition of long 
passages of Scripture does not kindle the affections and 
move the will like intelligent study of a limited lesson 
containing the gospel message. 

The question books and catechisms in use fifty years 
ago were better adapted to purposes of instruction and 
edification than the memorizing of miscellaneous selec- 
tions from the Scriptures, but the full power of the 
Bible story did not often make itself felt even in this 
method of study. The intellectual element over- 
shadowed the emotional and volitional. 

A few teachers selected Bible lessons for their pupils, 
often with intelligence and skill, and classes under such 
leadership made substantial progress in the knowledge 
of God's Word ; but the great majority of the Sunday- 
schools fifty }^ears ago had no adequate guidance in the 



46 TEE INTERNATIONAL LESI^ON SYSTEM. 

Study of the Bible. Improved methods in the secular 
schools gradually created a demand for better teaching 
in the Sunday-schools. Thus there grew up in the 
Sunday-school army a constituency thoroughly dis- 
satisfied with the current methods of Bible study and 
ready to follow any wise leader who could devise a 
better system. 

THE EFFECT OF THE CIVIL WAR IN AMERICA. 

The terrible Civil War did much to break down de- 
nominational prejudice and misunderstanding. Chap- 
lains and missionaries in the army in the field learned 
to work together for the conversion of the soldiers. A 
Baptist chaplain in the Army of Northern Virginia 
came to feel himself in closer fellowship with a Meth- 
odist chaplain in his own brigade than he did with 
a Baptist chaplain in the Army of the Potomac. The 
era of good feeling among the various denominations 
was greatly advanced in each section of the country by 
the enforced comradeship in the face of a common dan- 
ger. Men of various types of belief learned to worship 
God together. Jacobs and Moody, who sang and 
prayed together during the War, were prepared by this 
army experience to speak and work for a closer fellow- 
ship in Bible study in the years immediately following 
the great struggle. Interdenominational co-operation 
in Christian work had been found so sweet and blessed 
that they longed to extend its sphere. When men 
know and trust one another, they can always find a 
way to work together for a great enterprise in which 



GENESIS OF THE UNIFORM LESSONS. 47 

they are alike interested. We do not mean to overlook 
the interdenominational co-operation during the first 
sixty years of the nineteenth century in connection with 
the spread of Sunday-schools, the printing and distri- 
bution of Bibles, and other religious activities, but 
merely remind ourselves of the rapid growth of Chris- 
tian toleration and fellowship in both sections, under 
the stress and strain of the long and bloody Civil Wan 
At the close of the struggle the South lay prostrate, 
completely vanquished by overwhelming numbers and 
resources. For many years her energies were to be 
expended in the effort to save her civilization and lay 
a foundation for future prosperity. She could not be 
expected to take a prominent part in world-problems 
of any sort ; she was face to face with the struggle for 
existence. Her religious leaders could not at first pay 
their railway fare to the National Sunday School Con- 
vention, so that only a handful of them were present 
at Newark in 1869, and at Indianapolis in 1872. The 
International Convention received a cordial welcome 
from the South when it came to Atlanta in 1878, and 
Southern men have contributed to its expanding useful- 
ness in all the years that have followed. 

EARLY WORK OF JOHN H. VINCENT. 

In 1865, the year in which the Civil War closed, 
Rev. John H. Vincent, a young Methodist preacher in 
Chicago, already favorably known as a Sunday-school 
specialist, founded the "Sunday-School Teachers' Quar- 
terly." Mr. Vincent's salary was paid by the Chicago 



48 THE INTERNATIONAL LESSON SYSTEM. 

Sunday School Union, an interdenominational organi- 
zation. The new quarterly magazine for teachers was 
published by Messrs. Adams, Blackmer & Lyon, a firm 
that was destined to play a large part in the publishing 
of the best Sunday-school periodical literature of the 
period immediately following the Civil War. 

Mr. Vincent, in the first issue of the Sunday-School 
Teachers' Quarterly, made plain his aim and expecta- 
tion in founding the new magazine: 

The teacher needs teaching. The problem that perplexes one, 
another is able to solve. The obscure school has its ingenious 
and successful superintendent who devises practical plans. 
There are a thousand schools in need of his suggestions. The 
most practicable Sunday-school ideas come from our most prac- 
tical teachers. We need a magazine which shall open its pages 
to such teachers, and give the entire Church the benefit of their 
discoveries and inventions — to give plans and courses of study — 
thus enabling the least efficient schools to know how the best are 
conducted. The Sunday School Teachers' Institute which haa 
recently been established in our city will, it is to be hoped, 
inaugurate a new era in the Sunday-school cause among us. 

Who, then, was this young preacher-editor who 
dared to dream of a new era in Sunday-school work ? 

John Heyl Vincent was born in Tuscaloosa, Ala., 
February 23, 1832. His parents were of Huguenot 
origin, their ancestors having come from Rochelle, 
France, to New Rochelle, Conn. It is a noteworthy 
fact that the two men who did most to create and in- 
augurate our modern International Uniform Lesson 
were descended from the Huguenots, John H. Vin- 
cent, whose inventive mind conceived the type of lesson 
and the sort of lesson help that could be made national 



0ENE8IS OF THE UNIFORM LESSONS. 49 

and even universal, and Benjamin Franklin Jacobs, 
who had the quickness of perception to recognize the 
possibilities in the new type of lessons and the indomi- 
table will to overcome all obstacles to the adoption of 
the Uniform Lesson by the great Sunday-school army 
of North America. The eloquent, inventive, gracious 
Vincent and the alert, tactful, unconquerable Jacobs 
were brought together by the good providence of God, 
that together they might launch and direct for a whole 
generation a movement without a parallel in the reli- 
gious education of mankind. 

But to return to the early life of Bishop Vincent. 
His father, who was a Presbyterian, brought up in 
Pennsylvania, united with the Methodist Church while 
residing in Tuscaloosa, and thus young Vincent was 
reared in the Methodist faith. When he was six or 
seven years of age the boy went to Pennsylvania with 
his parents. There the family settled, after the brief 
residence in Alabama. The Bishop's father had a good 
library and was fond of reading. He took special 
pains with the training of the boy in correct speech. 
The distinct enunciation for which the Bishop is noted 
may be traced to his father's careful training. Young 
Vincent studied in Lewisburg Academy, and in the 
preparatory department of Lewisburg University. He 
also did some work in the Wesleyan Institute in New- 
ark, N. J. It is a singular fact that this famous edu- 
cator, the founder of the Chautauqua movement, did 
not enjoy the advantage of a college education. He 
was swept into practical Christian work at the age when 
he would naturally have entered college. He did not 
5 



50 THE INTERNATIONAL LESSON SYSTEM. 

have the offer of a college education and refuse it; 
neither did he appreciate then, as he soon after came 
to do, the immense advantage of collegiate training. 
From his entrance into public life he made it a rule to 
cultivate friendly relations with men who had enjoyed 
college training, and he sought to make himself fa- 
miliar with all that they had studied, reading in Eng- 
lish translations the Greek and Latin authors that col- 
lege men studied in the original. He sought to make 
his horizon as broad as that of the brightest college 
graduates. He read widely, thought intensely, con- 
versed with educated men as much as possible, pushed 
his studies in Latin, Greek and Hebrew, and did all 
that an enthusiastic student with a hungry mind could 
do to put himself abreast of the best students of the 
time. This is the man who, in the providence of God, 
stood up and persuaded thousands of men and women, 
through the Chautauqua movement, to read in English 
translations the great works of ancient and of modern 
literature, that they might enlarge their horizon and 
put themselves in intellectual fellowship with the men 
and women trained in our colleges and universities. 

But how did Mr. Vincent come to be a leader in the 
Sunday-school movement? When he was about six- 
teen years of age he heard a man who taught Geogra- 
phy by singing it. The novel method appealed to young 
Vincent, and he paid the teacher thirty dollars for a 
course of lessons in the art of singing Geography. He 
then became a teacher of Geography for a while, organ- 
izing classes in communities not far from his hom.e on 
Chilisquaque Creek, Penn. He taught school for a 



GENESIS OF THE UNIFORM LESSONS. 51 

brief period in McVeaghtown Academy. Presently he 
was licensed to preach. He became the assistant 
preacher on Luzern Circuit, which was about thirty 
miles long. His sermons were brief, and delivered with 
good enunciation. At twenty years of age Mr. Vin- 
cent became assistant or second-preacher in the New- 
ark City Mission, Newark, N. J. He took advantage 
of the opportunity to pursue some studies in Newark 
Wesleyan Institute. During 1853 and 1854 Mr. Vin- 
cent was a probationer in the New Jersey Conference. 
During 1855-6 he was pastor at Irvington, N. J. It 
was here that young Vincent organized his first Pales- 
tine Class in the summer of 1855. He invented a plan 
for singing and chanting Biblical Geography. The 
class, which met every Saturday afternoon, was open 
to persons of all ages and of all religious denomina- 
tions. Girls of ten sat beside grandmothers, all sing- 
ing and chanting the sacred Geography with equal en- 
thusiasm. A full course in Bible History was inter- 
woven with the geographical lessons. Persons were 
thus persuaded to do a good amount of work in Bible 
study in connection with the singing and chanting. 
The young pastor was pleased and encouraged with 
his experiment, and repeated it in his subsequent pas- 
torates in Illinois. Bishop Vincent has preserved the 
record books containing the names of his pupils at 
Joliet, 111., Mt. Morris, Galena and Rockford. His 
scheme grew until he had a system of promotion from 
one degree to another. First came a series of five in- 
itiatory lessons, all of which were strictly geographical. 
A successful examination on these lessons entitled the 



52 THE INTERNATIONAL LESSON SYSTEM. 

Student to be enrolled as a 'Tilgrim." Pilgrims pass- 
ing an examination upon the history from Creation to 
Jacob, together with additional geographical lessons, 
and reading the books of Genesis and Matthew, became 
^'Residents of Palestine," each one receiving a town or 
other locality, an account of which he was expected to 
give whenever called upon by the teacher to do so. 
Next came the degree of ''Explorer," when the student 
received some country of the Bible with which he must 
make himself so familiar that he could describe it 
properly. After examination, the "Explorer" became a 
^'Dweller in Jerusalem," and the ''Dweller," in like 
manner, was later promoted to be a "Templar." Most 
of the Bible was assigned for reading in connection 
with the work of the class. 

Great interest was awakened in all the communities 
in which Mr. Vincent lived and taught. In the hands 
of other men the plan seems to have been tame; but 
Mr. Vincent achieved distinguished success in at least 
five pastorates with his ingenious scheme. He was 
serving an apprenticeship in Bible study and pedagogy 
that would prepare the master workman for his su- 
preme task. That the pupils were stimulated to do 
serious work, is evident from the questions they were 
required to answer in oral examination before attain- 
ing their promotion. Take, for example, questions 
nine and ten in the examination for the Templar de- 
gree: "Name the principal events of the life of Christ 
from his birth to his death ; and note his miracles and 
places where wrought. Give an outline of the life of 
the Apostle Paul." The young preacher was getting 



GENESIS OF THE UNIFORM LESSONS. 53 

such knowledge of the Bible as would fit him to pre- 
side over the International Lesson Committee for the 
first twenty-four years of its history. 

Mr. Vincent has the honor of having organized the 
first Sunday-school Normal Class, in his church in 
Joliet, Illinois, in 1857. Through his influence the 
following paragraph was inserted in the report of the 
Conference Sunday-school Committee at the Rock 
River Annual Conference of the Methodist Episcopal 
Church, held in Chicago, October, i860: 'The impor- 
tance of Teachers' Institutes to the educational inter- 
ests of the country cannot have escaped your attention. 
May we not profitably introduce something similar 
among us? Such an institution, conducted by our 
ablest Sunday-school educators, could not fail to ele- 
vate our standard, and improve our system of religious 
culture."^ This report bore fruit a few months later 
at the Galena District Conference, held in Freeport, 
Illinois, April 16, 1861, where the question was dis- 
cussed, "How may we carry out the suggestion of our 
Conference Sunday-school Committee relative to the 
Sunday-school Teachers' Institute?" Rev." Simeon 
Gilbert, in his admirable monograph, entitled, "The 
Lesson System : The Story of its Origin and Inaugura- 
tion," and to whom we are indebted for much of our 
information concerning the launching of the Inter- 
national Uniform Lesson System, sketches the signifi- 
cant action of the Galena District Convention as fol- 
lows : 



Gilbert, Th« Leason System, p. 20. 



54 THE IXTERyATIOyAL LESSOy SYSTEM. 

A constitution was adopted, and, at the same session of the 
District Convention, an excellent Institute programme was 
carried out. This was the first Sunday-school Institute ever 
held. Mr. Vincent was made President of the Galena District 
Institute, and sub-district sessions were held in several places 
during 1861, with practical normal drills, good attendance, and 
great enthusiasm. 

The Institute movement having once been launched, 
has borne blessings to many communities through the 
years since 1861. Mr. Ralph Wells and Mr. R. G. 
Pardee, seemingly without any knowledge of the pre- 
vious work of Mr. Vincent, undertook similar Insti- 
tute work in New York State in 1864, and the follow- 
ing years. At the suggestion of Mr. Vincent, who read 
an elaborate paper November 17, 1864, before the 
Cook County Sunday-school Teachers' Convention, 
in Chicago, on the title, "A Permanent Sunday-school 
Teachers' Institute for the Northwest," an enthusiastic 
Institute was held in the city of Chicago during the 
winter of 1864-5. 

In the Sunday-school Institutes of that period Su- 
perintendents and Teachers got a vision of better meth- 
ods of teaching and conducting the Sunday-school. 
They began to long for something more systematic in 
the way of Bible study, and the art of teaching was 
discussed by alert teachers and leaders such as Mr. 
Vincent and Mr. Pardee. Mr. Gilbert is perhaps cor- 
rect in his judgment that ''the Lesson System would 
never have been practicable, even if it might have been 
at some time experimented with, had it not been pre- 
ceded by this Sunday-school Institute movement." 

Mr. Vincent was pastor at Galena, Illinois, when the 



GENESIS OF THE UNIFORM LESSONS. 55 

War of Secession broke out in 1861. In his congre- 
gation was a quiet man who had been graduated from 
West Point and had seen service in the army. The 
young preacher and the taciturn soldier had become 
good friends. When U. S. Grant departed with his 
regiment to go to the front, Mr. Vincent was appointed 
to dehver an address to the soldiers. Four years later, 
when General Grant returned from Appomattox 
crowned with honors, he visited Mr. Vincent in 
Chicago and asked him to go with him to Galena to 
speak in his behalf at the welcome home to be given 
by his fellow townsmen. 

A GROUP OF LEADERS IN ILLINOIS. 

The Illinois Sunday School Convention, which was 
organized in 1859 with hardly a score of delegates in 
attendance, was a comparatively feeble organization 
until 1864, at Springfield, when ''it received a mighty 
baptism of the Holy Spirit, and at once became a power 
in the State." Mr. Gilbert thus describes that notable 
meeting : 

Mr. Moody and Mr. Jacobs, fresh from the labors and scenes 
of the "Christian Commission," at the front among the Boys in 
Blue, were in no mood for dawdling over religious "red-tape." 
Said Mr. Moody, the evening before the opening service : "This 
thing so far has been a dead failure ; we must do something to 
give it power." Beginning with a prayer-meeting, where, per- 
haps, half a dozen were present, within a day or two the whole 
city was moved. A profound and intense spiritual enthusiasm 
was awakened. A revival began on the spot. The spirit of the 
meeting spread all over the State, as the delegates went back to 
their homes. More than ten thousand conversions in connection 
with the Sunday-schools of the State were reported the following 



56 THE INTERNATIONAL LESSON SYSTEM. 

year. The blessing which came upon that convention has 
attended every subsequent one. From that time on Moody, 
Jacobs, Eggleston, Wilder, Reynolds, Alexander Tyng, J. V. 
Farwell, Major Whittle, P. P. Bliss, and others with them were 
simply aflame with the one distinct purpose to cover the State 
with suitably organized Sunday-schools, and then to vitalize 
them with real power.^ 

Of the leaders at the Springfield Convention Mr. 
B. F. Jacobs, Superintendent of a Baptist Sunday- 
school in Chicago, is for the purpose of our discussion, 
the most important figure. 

EARLY WORK OF B. F. JACOBS. 

Benjamin Franklin Jacobs was born at Paterson, 
N. J., September i8, 1834. His father's ancestors 
were English Puritans, who settled in Rhode Island, 
and his mother was of Huguenot descent. 

In the year 1854, when young Jacobs was in his 
twentieth year, three important events in his life oc- 
curred : He moved to Chicago ; united with the First 
Baptist Church; and was married to Miss Frances M. 
Eddy. In September, 1856, he opened New Street 
Mission, the first Baptist Mission Sunday-school in 
Chicago, and became Superintendent of the school. 
He thus entered upon a service which enlisted much 
of his energy for more than forty-five years. For a 
while he was Superintendent of the Sunday-school of 
the First Baptist Church, Chicago; then of the News 
Boys' Mission, with 1,400 members; then of Taber- 
nacle Mission ; and finally for twenty years he was Su- 
perintendent of Immanuel Baptist Sunday-school. 

1 Thd Lesson System, p. 25, 



GENESIS OF THE UNIFORM LESSONS. 57 

In 1858 Mr. Jacobs took part in the organization of 
the Young Men's Christian Association of Chicago. 
He was at one time President of the Association, and 
served it as a director until the close of his life. 

In 1859 he helped to organize the Illinois Sunday 
School Association. 

During the Civil War he became deeply interested 
in the work of the ''Christian Commission." He not 
only visited several Northwestern States in the interest 
of this work, but went to the front that he might min- 
ister personally to the Union soldiers in camp, in hos- 
pital, and on the field of battle. 

In 1868 Mr. Jacobs became President of the Illinois 
Sunday School Convention, and made a campaign in 
the interest of Sunday-schools throughout the entire 
State. 

In 1869 he took a prominent part in the Fourth 
National Sunday School Convention, held at Newark, 
New Jersey. The Secretaries of this Fourth Conven- 
tion were Henry Clay Trumbull, John H. Vincent, and 
B. F. Jacobs, a trio of mighty men in the Sunday- 
school army. We might almost say of each that he 
attained unto the first Three. 

Mr. Jacobs lost heavily in the great fire of 1871, 
both his commission house and his real estate office 
being swept away by the flames. During those early 
years Mr. Jacobs gave himself heartily to the work of 
winning men to Christ. During the winter of 1870-71 
he had charge of the Sunday evening services at the 
First Baptist Church. Gathering about him a band of 
one hundred yoke-fellows, he sent them to the down- 



58 THE INTERNATIONAL LESSON SYSTEM. 

town hotels with printed invitations to attend services 
specially for young men. He collected large audi- 
ences, and held them with the excellent singing of a 
male quartette and earnest evangelistic speaking. 

In 1872 Mr. Jacobs became Chairman of the Illinois 
Sunday School Executive Committee, a position which 
he held for thirty years, when at his urgent request he 
was relieved from further service. 

It is a notable fact concerning the Jacobs family 
that in the year 1876 five members of the family were 
in active service as Sunday-school Superintendents: 
the father, Chas. P. Jacobs, Sr. ; three sons, Benjamin 
Franklin, Chas. P., Jr., and William B. Jacobs; and 
one daughter, Mrs. Martha J. Canedo. 

THE LATER WORK OF MR. JACOBS. 

In 1 88 1 B. F. Jacobs was promoted to be Chairman 
of the International Sunday School Executive Com- 
mittee, which office he held and adorned until the day 
of his death. 

He was one of the promoters of the World's First 
Sunday School Convention, in London, in 1889. He 
was the life of the ship Bothnia, which was chartered 
for the special use of the American Sunday-school 
workers en route for the Convention. 

In 1893 Mr. Jacobs was made President of the 
World's Second Sunday School Convention, in St. 
Louis. He was regarded by Sunday-school workers 
on both sides of the Atlantic as probably the foremost 
Sunday-school man of the world. He was the life and 



GENETS IS OF THE UNIFORM LESSONS. 59 

mainspring of every session of the International Con- 
vention from 1872 to 1899. He was a faithful and 
efficient member of the International Lesson Com- 
mittee from its origin in 1872 until his death on June 
23, 1902. 

In his later years Mr. Jacobs allowed his optimistic 
temperament to lead him to make for himself and for 
his friends unwise purchases of real estate in and 
around Chicago. Business complications and troubles 
such as he had to face in his later years would have 
crushed most men, but he still held the confidence and 
love of the great Sunday-school army, over which he 
continued to preside. Every one delighted to honor 
him in committee, and on the platform. 

Mr. Jacobs was an earnest and diligent student of 
the Scriptures. He loved the Lord Jesus, and he loved 
little children. His great heart went out with longing 
for the salvation of all men. The devotional exercises 
of the committee room, in his hands, were so tender 
and inspiring that men have been known to travel a 
thousand miles in order to be present at the spiritual 
feast which he was accustomed to spread for his asso- 
ciates in Christian work. Before great audiences of 
Sunday-school workers his addresses sometimes at- 
tained the height of moral sublimity. He touched the 
hidden springs in the hearts of men and women, and set 
their whole nature to vibrating with intense longing to 
glorify the Christ by leading boys and girls, men and 
women, to the foot of the Cross. 

At the Tenth International Convention, held in 
Denver, Colorado, in June, 1902, there was on every 



60 THE lyTERNATIOyAL LESSON SYSTEM. 

hand appropriate recognition of the pre-eminence of 
Mr. Jacobs in International Sunday-school work. 
From the minute adopted by the Convention itself, we 
quote the following: 

Under the Providence of God, to B. F. Jacobs more than to 
anj' other man, the International and interdenominational Sun- 
day-school work owes its origin, its growth and its success. 

We recognize in Mr. Jacobs the greatest Sunday-school leader 
the world has known. This was his life work. To it his time, 
his money, his thought, his labors, and his prayers were freely 
given. Under his wise leadership the International Sunday- 
school work has reached its present development and world- 
wide influence, and it will be to him a memorial more enduring 
than monument of bronze or marble.^ 



MR. VINCENT PREPARES THE WAY FOR THE UNIFORM 
LESSON SYSTEM. 

But it is time that we return to the thread of our 
story. In 1864, Mr. Vincent had been assigned to a 
small and rather fashionable congregation in Chicago. 
His enthusiasm for singing Biblical Geography did not 
elicit a favorable response from his church. The 
young teacher's mind began to lay plans for a wider 
work, a ministry of inspiration and guidance to all the 
Sunday-schools in the rapidly growing city of Chicago. 
The preacher now becomes founder and editor of the 
Sunday-school Teachers' Quarterly, in 1865. In 
January, 1866, the Quarterly became a monthly maga- 
zine called the Sunday-School Teacher. 

In the fall of 1865, in an Institute conducted under 
the auspices of the Chicago Sunday-school Union, Mr. 



1 Tenth InterBational Sunday School Convention, p. 16. 



GENESIS OF THE UNIFORM LESSONS. Ql 

Vincent proposed the following significant question: 
"Is it practicable to introduce a uniform system of 
lessons into all our schools?" The attempt was made 
by Mr. Vincent, as editor of the Sunday-school 
Teacher, in 1866, to prepare a course of uniform les- 
sons on the life of our Lord for the use of the Sunday- 
schools of Chicago. The title of the course was 'Two 
Years with Jesus: A New System of Sunday-school 
Study." Although Mr. Vincent resigned the editor- 
ship of the Sunday-School Teacher, after only four 
months' service, to take charge of the Sunday-school 
Department of the Methodist Episcopal Church, with 
headquarters in New York, he continued to prepare 
the lessons for the Teacher throughout the year 
1866. Rev. H. L. Hammond served as editor of the 
Teacher for four months, and was succeeded by Rev. 
C. R. Blackall for five months. The Sunday-School 
Teacher then passed to the control of Adams, Black- 
mer & Lyon, and Rev. Edward Eggleston, a brilliant 
young Methodist minister, became editor. In his hands 
the Teacher soon became in fact, as well as in name, 
The National Sunday-School Teacher. 

Mr. Vincent soon founded in New York his Berean 
Series, which became a formidable rival of the Na- 
tional Series, edited by Mr. Eggleston. The Berean 
Series was naturally taken most largely in Methodist 
schools, as it was published under the auspices of the 
Sunday-school Department of that Church, though 
schools of other denominations and union schools were 
also among its patrons. Mr. Eggleston's National 
Series grew in popularity so rapidly that within three 



62 THE INTERNATIONAL LES80N SYSTEM. 

or four years The National Sunday-School Teacher 
had a circulation of 35,000 copies, and the Scholars' 
Lesson Paper a circulation of more than 350,000. 

But to return to Mr. Vincent's early system of les- 
sons. In the Quarterly, edited by him in 1865, there 
were four different series of lessons, schools and classes 
being left free to choose that which best suited them; 
but in 1866 the Teacher gave only one series, which 
was prepared by Mr. Vincent, with some assistance 
from an editorial committee representing the different 
denominations. The new plan of study, as already 
said, gave two years to the life and teachings of our 
Lord. During the first year the course covered the 
*'Life, Journeys, and Miracles of Jesus;" the second 
year included lessons on the "Parables, Conversations, 
and Discourses of Jesus." The entire series com- 
prised only forty-eight Scripture passages, each selec- 
tion being studied for two Sundays, every fifth Sunday 
being "reserved for review, concert of prayer, mission- 
ary exercises," etc. The Teacher and the extra ques- 
tion papers for scholars contained two question-lessons 
on each Scripture lesson. 

The plan of having two question lessons on each 
Scripture lesson was soon abandoned by Mr. Vincent. 
In a little Manual, published by Carlton & Porter, in 
1867, each lesson has its separate title and its own 
Scripture references. Thus the original topic, "The 
Babe of Bethlehem announced by angels, and found 
by the shepherds," has been developed into two dis- 
tinct titles ; "The Babe and the Angels" being the first, 
and "The Babe and the Shepherds" being the second. 



GENESIS OF THE UNIFORM LESSONS. ^3 

A BRITISH UNIFORM LESSON SYSTEM. 

Progress in the construction of a rational lesson 
system was by no means limited to America. The 
London Sunday School Union, late in 1866, issued a 
circular on "The Sunday School Union Lesson-Sys- 
tem," a copy of which I have been permitted to see, 
through the kindness of Mr. W. H. Groser, Hon. 
Secretary of the Union. This circular, though prop- 
erly an advertisement of the Union's wares for the 
year 1867, contains so much history and discussion of 
topics germane to our own study of the Lesson System 
that we quote from it at length : 

It is now very generally agreed among Sunday-school 
workers, that system and method in the selection and arrange- 
ment of the subjects taught from week to week, are as desirable 
and advantageous in the Sunday-school as in any other place of 
instruction. Accordingly, the old practice (which still prevails 
to some extent) of each teacher choosing any Scripture topic 
which fancy or convenience may dictate, for exposition in the 
class, is giving place to the adoption of prepared series of 
Lesson-subjects, designed, not for a single class, but more or 
less completely for the school at large. 

The benefits of such a course are almost too obvious to need 
enumerating. The teacher, instead of moving in a limited 
circle of favourite themes, is stimulated to take a wider range, 
rendering careful thought and study indispensable; united 
preparation, with all the attendant advantages of mutual inves- 
tigation of Scripture, becomes practicable; and— what is of 
vital importance in the present day— the scholar is familiarized 
with the Bible as a whole, instead of being exercised merely in 
the incidents of a few sacred stories which he already knows by 
heart. 

This, at least, should be the object of all Lesson-systems, and 
it is one which the Committee of the Sunday School Union have 
carefully kept in view since they issued their first List of Les- 



64 THE IXTERNATIONAL LESISOX SYSTEM. 

sons In the year 1841. Since that period, many other Lists have 
been prepared and issued by other Societies, or by private indi- 
viduals ; in this the Committee unfeignedly rejoice, as evidencing 
the onward progress of the Sunday-school as an institution for 
the study of the Word of God. At the same time, they are 
encouraged by the steady increase in the circulation of the 
Union List from year to year, and the many evidences afforded 
of its general acceptance. 

The system which they seek to carry out is now generally 
known as the UNIFORM LESSON-SYSTEM; its special 
feature being that the same subjects engage the attention, simul- 
taneously, of all the several divisions of the school. It may be 
characterized as Scriptural, Simple, Comprehensive, Varied, and 
Economical. The Lessons are all selected from, the Holy Scrip- 
tures; they are suited to the various grades of the scholars, 
who are thereby rendered familiar with the leading contents of 
loth the Old and New Testaments ; the issue of a new List, at 
the commencement of each year, imparts the important elements 
of freshness and variety; while the teachers, also, are assisted 
by helps suited to their requirements. 

To those who desire to become acquainted with plans which 
have stood the test of many years' experience in all parts of the 
United Kingdom, as well as in other countries, the following 
particulars will doubtless prove interesting. 

The School is supposed to consist of three principal grades or 
divisions (exclusive of the senior or adult classes for young 
men and women) ; viz., the SCRIPTURE, or elder division, the 
ELEMENTARY, or junior division, and the INFANT division. 

For these, a List of Lessons is annually issued, in two sizes, 
at Is. and 2s. per 100, respectively. It is systematically 
arranged, and contains 104 lesson-subjects, or one for each 
morning and afternoon throughout the year, with verses selected 
for repetition by the scholar. . . . The portions there indi- 
cated are to be used in full in all the classes of the Scripture 
division, in which each scholar is supposed to possess a Bible, 
and to be able to use it with facility. 

In the next succeeding paragraph we note that lesson 
leaves were published for the use of scholars. Observe, 



GENESIS OF THE UNIFORM LESSONS. 55 

however, that the leaves probably contained nothing 
additional to the short Scripture portion for the day. 

For the ELEMENTARY, or junior division, a quarterly 
Lesson-book is issued, entitled, SCRIPTURE LESSONS FOR 
ELEMENTARY CLASSES, and containing selections from tlie 
Scripture portions allotted to the elder scholars. These books 
are printed in clear, bold type (see specimen), and are sold at 
the low rate of One Penny each. They are also published as 
Single Leaves (at 12 for One Penny), each leaf containing the 
lessons for one day, and forming a BiUe Handbill, which may 
be taken home by the scholars at the close of the exercises. 

For the INFANT division, which, like the others, may con- 
sist of one class or of several (but should, if possible, be taught 
in one or more separate rooms), special texts are chosen, always 
relating to the appointed subjects for the day, and almost inva- 
riably selected from the reading portions of the elder classes. 
These INFANT CLASS TEXTS are published in monthly num- 
bers at One Penny each, containing two texts for each Sunday. 
They are printed in very large type (see specimen) for the 
purpose of collective teaching. The Committee, however, 
strongly recommend the purchase of a Box of Moveable Letters 
by all schools which can afford the expense. 

The paragraph next following seems to come dan- 
gerously near to a reversal of Bishop Vincent's claim 
that he was the first to issue leaflets as helps to the 
understanding of the lessons by the pupils : 

As a further incitement to the study of the Scriptures bj 
elder children, the Committee have recently undertaken the 
publication of TEXT PAPERS for each Sunday. These con- 
tain a question on one of the Lesson-subjects for each Sunday, 
with space for the answers, to be filled in by the scholar during 
the week, and brought to the teacher for perusal. A diligent 
use of these little papers would do much to promote the search- 
ing of the Scriptures, if aided by a lively interest on the part of 
the teacher. 
6 



66 THE I\TERNATIONAL LESSOR' SYSTEM. 

I have not been able to ascertain whether the EngHsh 
Text Papers were issued prior to 1866. Even if they 
were, it still remains true that the Lesson Leaflet for 
Pupils, prepared by Mr. Vincent, gave more help to 
the scholar. 

MR. VINCENT CONTINUES HIS PREPARATORY WORK. 

In 1867, in a small volume entitled "Two Years 
With Jesus," the lessons prepared by Mr. Vincent were 
put into permanent form. 

What were the advantages of the Uniform Lesson 
in the mind of its chief advocate? We quote from the 
introduction to his volume entitled *'Two Years With 
Jesus" : 

We deem it desirable to engage the entire school in the study 
of the same lesson each Sabbath. Thereby concentration, repe- 
tition, definiteness, depth of impression, and thoroughness are 
secured. A central thought pervades the devotional and intel- 
lectual exercises of the school. The Scripture selection contain- 
ing the lesson for the day is read responsively at the opening, 
of the session, and introduces this central idea. The opening 
prayer is inspired by it. It is the burden of every song. It 
facilitates the general review at the close of the session. It 
is of immense service in the Sunday-school prayer-meeting. 
The wise pulpit may employ it for the evening discourse, and 
thus add "line upon line, precept upon precept." For the 
family we provide daily readings. 

Mr. Vincent next discusses the subject of "Graded 
Sunday-Schools" : 

The benefits of the uniform system cannot be secured, unless 
we adapt the lessons to the varied capacities of the pupils. 
The demands of the infant, the youth, and the adult, cannot be 



GENESIS OF THE UNIFORM LESSONS. g7 

met by one method. The first thing we propose, therefore, is a 
gradation of the school. Let us suggest the following 
division : 

First, THE INFANT GRADE, composed of the non-reading 
children, whose average age will be from three to six years. 

Second, THE PRIMARY GRADE, composed of little folks 
from about six to ten years of age, who can read, but to whom 
the ordinary Sunday-school lesson books are dry and 
impracticable. 

Third, THE THIRD GRADE. Average age from ten to 
sixteen years. 

Fourth, The SENIOR GRADE, composed of larger pupils, 
adults, and of all the officers and teachers. 

The art of grading has been improved in recent 
years; but Mr. Vincent's plan was an excellent be- 
ginning. 

Mr. Vincent did good work in his Berean Series, 
He prepared for 1869 an excellent course of lessons 
entitled, "A Year With Moses." In Decen.ber, 1869, 
he published these lessons in two small volumes, one 
prepared for pupils under ten years of age, the other 
for pupils in the higher grades. In the lessons for the 
little folks the Golden Texts are printed in large letters, 
and in various frameworks, to attract the attention of 
the children. In the more advanced treatment there 
are enigmas, puzzles, elliptical readings, etc. Great 
ingenuity is manifest throughout the editorial work 
of Mr. Vincent. 

B. F. JACOBS THE CHAMPION OF THE UNIFORM SYSTEM. 

It is now time to take up more in detail the contri- 
bution of Mr. B. F. Jacobs to the inauguration of the 
International Uniform Lesson. Our most competent 



68 THE INTERNATIONAL LESSON SYSTEM. 

guide is Rev. Simeon Gilbert, who was himself a wit- 
ness of many of the events which he sketches. He 
whets our appetite for his portrayal by the following 
introduction : 

As a matter of personal achievement — brought about, under 
God, as the result of a conviction felt in the bones, burning in 
the heart, tense as a bow-string on every fiber of the brain: 
carried out by dint of a determination dead in earnest, an 
insistence and a persistence as resolute as the centripetal law 
of gravity ; a tact and skill that knew when to push and when 
to strike ; how to poise the hand and withhold the blow that 
might fail by being premature or untimely ; how to state, argue, 
plead, in private and in public, at home and away from home — 
as a matter of achievement, I say, I know of few beneficent 
enterprises more worthy of study, as showing how to see, and 
then how to do a thing, than that event which came to pass in 
1872, and which has led to the entire reconstruction of our 
Sunday-school system of religious instruction.^ 

With Mr. Gilbert as our guide let us thread the 
labyrinth of events during 1867 and 1868: 

It appears that so early as 1867 Mr. B. F. Jacobs, seeing the 
striking fitness of the scheme of consecutive lessons, as started 
by Mr. Vincent, and as still more fully developed by Mr. Eggle- 
ston, for the uniform use, not only by all the classes in a school, 
but equally for a variety of schools, went a step further. If 
good for all the classes in a school, and for all the schools of all 
denominations in a city, why not good for the schools of the 
whole country? Once he allowed freedom to his thought in 
this direction, the logic of the matter began to grow clear, as 
obvious as any other open secret when once it has been fairly 
looked at. The consequence was, Mr. Jacobs became a vision- 
ary. He "dreamed dreams" and "saw visions;" and the 
divinely-awakened vision was that of the schools all over the 
country uniting on the same course of Bible lessons, but each 



Gilbert, The Lesson System, p. 38. 



GENESIS OF THE UNIFORM LESSONS. 69 

school teaching the lessons in its own way, and each denomina- 
tion affording the best helps it could for its own schools. A 
man with a "fire in his bones" does not sit still ; neither did 
Mr. Jacobs. He began in Chicago, and at various institutes 
and conventions in the West, to advocate this Uniform Lesson 
Plan : First, One lesson for the whole school ; Second, One 
lesson for all the schools of the country ; Third, The publication 
of lesson notes, by not only the monthly, but also the weekly 
religious press, and copied by the secular press ; Fourth, He 
urged, with others, the adoption throughout the city of Chicago 
of the series published by the "Sunday-School Teacher." And 
in January, 1868, he induced the Standard, the Baptist paper 
of the West, published in Chicago, to begin the publication of 
weekly lesson notes prepared by himself. These weekly notes 
at once became the most marked feature of the paper. Soon 
after Mr. Jacobs visited the East and urged the plan upon the 
Sunday-School Times, then edited by I. Newton Baker, and the 
three leading Baptist papers, the Examine^' and Chronicle, of 
New York ; the Watchman and Reflector, of Boston ; and the 
National Baptist, of Philadelphia. Shortly after his return he 
began the publication of notes in the Heavenly Tidings, the 
Sunday-school paper published by the Chicago Young Men's 
Christian Association. During the same year, at Mr, Jacobs' 
suggestion to Mr. Moody, the plan was introduced of having the 
Chicago Saturday Noon Prayer-meeting take up the lesson for 
the following day. The enthusiasm with which this plan wag 
adopted, and the national publicity given to it, most of all 
through the weekly reports of it contained in the Chicago 
Advance, gave immense impulse to the uniform movement. 
These condensed reports of the Chicago noon meetings, espe- 
cially of the Saturday noon meeting, were prepared with 
remarkable brightness, point, and pithy suggestiveness by Mr. 
M. C. Hazard, then the associate editor of that paper, (Con- 
gregational), now the well-known editor of the National 
Sunday-School Teacher. In May of the same year, 1868, Mr. 
Jacobs advocated the plan of uniform lessons before the Illinois 
State Convention, at Du Quoin, and in the fall of the same year 
before the New York State Convention, at Elmira.^ 



The Lesson System, pp. 39, 40. 



70 TEE IXTERyATIOXAL LESSOX SYSTEM. 

The year 1869 was an important year in the history 
of American Sunday-schools, for in that year the 
Fourth National Sunday School Convention was held 
in Newark, New Jersey, April 28-30. Mr. Gilbert 
writes that a number of the delegates from the West on 
their way to the Convention, attended the meeting of 
the New York Teachers' Association, April 26, and 
that Mr. Jacobs spoke before the body on the subject 
of the uniform lessons. He w^as followed by Edward 
Eggleston, who characterized the scheme as a "dream 
of his enthusiastic friend." Mr. Gilbert adds: 

At the Newark Convention Mr. Jacobs had charge of the 
BuperintendentvS' section. The subject was presented there, 
and received with great enthusiasm, several trying to get the 
floor at the same time. At least three fourths of the superin- 
tendents present, it is believed, wished the subject brought 
before the Convention for immediate action ; but this Mr. 
Jacobs opposed, on the ground that several of the leading pub- 
lishers were not ready for the movement, and that party action 
might endanger the success of the plan. He did, however, 
report from the Section meeting to the Convention this formal 
and very notable declaration : "That a uniform lesson is essen- 
tial to the highest success of every school, and that it is prac- 
tical and desirahle to unite all the schools of our whole country 
upon one and the same series." ^ 

EDWARD EGGLESTOn's ATTITUDE. 

It is evident that the tide in favor of uniformity in 
the lessons was rapidly rising. The advocates of this 
scheme of lessons soon came to look upon Mr. B. F. 
Jacobs as their leader and spokesman. Even Edward 
Eggleston, by October, 1869, recognized the fact that 

1 The Lesson System, pp. 42, 43. 



GENESIS OF THE UNIFORM LESSONS. 71 

a uniform lesson for the whole country was coming to 
be the demand of the Sunday-school public. In the 
National Sunday-School Teacher of January, 1870, 
Mr. Eggleston wrote : *That which a year ago seemed 
to us an impracticable dream, has come to look quite 
possible; we mean the uniform lesson for the whole 
country." He began to hope that the series of which 
he was the editor might be universally adopted. In 
the February number of the Teacher Mr. Eggleston 
wrote : 

We are constantly in receipt of letters asking us to endeavor 
to effect some arrangement with competing systems of lessons 
whereby the same list of subjects may be used by all. It is 
even proposed that a convention be called to settle the matter. 
The National Sunday-School Teacher was first in the field. It 
was not until we were closing our third year with triumphant 
success, and an unmistakable verdict of approval, that denom- 
inational publishing houses, and others, thought of announcing 
periodical lessons. We have never uttered a word of objection. 
.... Our list has always been given, freely, to all who 
asked the privilege of publishing lessons from it. Eight other 
publishing firms are now using this list, making, with ourselves, 
nine courses on one lesson. There are yet three or four 
courses using other lists. The only good reason for difference 
of lessons must be a belief on the part of those who differ, that 
ours is not the best selection. We write this item, because we 
are unwilling to have the Sunday-school public think that the 
publishers of this magazine conduct their business in such a 
way as to put their interests in the way of a uniform course of 
lessons for the whole country. And the friends of uniformity 
must possess their souls in patience. The progress already 
made Is beyond all that they had any right to expect. We 
confess ourselves amazed when we think of the advancement in. 
this direction during the past three or four years.^ 



The Lesson System, pp. 43, 44. 



72 THE INTERNATIONAL LEf^SON 8Y8TEM. 

Events in the movement toward one uniform lesson 
for the whole country now came thick and fast. Dr. 
Eggleston's chief rival as a Sunday-school publisher 
was Rev. John H. Vincent, editor of the Berean Series, 
published by the Methodist Episcopal Church, in New 
York City. There was also a Presbyterian series under 
the editorship of Rev. H. C. McCook, in Philadelphia. 
The question agitating the minds of the advocates of 
uniformity was how to merge the rival schemes of the 
time into one series for all denominations. Dr. Eggles- 
ton entertained the view that his series was logically 
the scheme on which all others might well unite. In 
the April number of the Teacher Dr. Eggleston again 
discusses the question of the hour, and twits Dr. Vin- 
cent and the other Eastern leaders in the following 
way: 

Some of our friends at the East talk and write as if tae^ 
had brought forth an idea entirely new. For the sake of 
history, let us here record that our sanguine friend, Mr. Jacobs, 
who sells produce on South Water street, [Chicago,] who is 
superintendent of the First Baptist Sunday-school on Wabash 
Avenue, who is the originator and generalissimo of the "United 
States Sunday-school army," and who writes lessons for the 
"Standard," makes live western speeches in conventions, and 
does more besides all that than we can begin to recount, Is the 
father of the idea of a national uniformity of lersons. In his 
own denomination he has carried the day, the American Baptist 
Publication Society, and most of the Baptist papers, having 
adopted the calendar of the "National Series of Lessons." Re- 
cently, a synod in New York, and members of the Brooklyn 
Sunday-School Union, and Mr. Tyler, in the "Independent," and 
Mr. Vincent, have all talked of uniformity, as if the idea had 
just been originated ; but we give fair warning that if the 
blessed time ever does come when all the children of this coun- 



GENESIS OF THE UNIFORM LESSONS. 73 

tpy study one lesson, we shall give the credit to B. F. Jacobs ; 
he, and no one else, is "the original Jacobs," ^ 

The very success of the National Sunday-School 
Teacher led its pubHshers and its editor to oppose the 
thoroughly sensible plan of securing uniformity by 
calling in the services of a committee or conference, 
representative of all the Sunday-school publishing in- 
terests in the country. They declined to put their case 
in the hands of a committee. The editor of the Teacher 
thus announced his refusal to surrender his vantage 
ground : 

The great success of our course, and its adoption by other 
publications, has excited the most lively hopes of a uniform 
course for the country. Those periodicals that have given les- 
Bons on the subjects of the "National Series" have all prospered. 
We have freely given our list for the sake of uniformity. We 
shall give the use of it as freely in the future. But to those 
who propose any concession on our part that looks toward the 
submitting of our list to any committee or' conference of 
"Unions," or private publishers, we have only to say, it is asking 
too much. This magazine has achieved its success as a private 
enterprise. It has ventured on lines of work untraveled before. 
Committees and conferences are timid and compromising. We 
should jeopard the success of our course, in forsaking the ideas 
upon which it has grown, With charity toward all, we stand 
by our colors.^ 

Naturally such an attitude seemed to Dr. Vincent 
and others to preclude the possibility of union upon 
any one series of lessons. It looks as if uniformity 
would have been indefinitely postponed, had there not 
been a growing sentiment throughout the country in 

1 The Lesson System, p. 45. 

2 The Lesson System, p, 46. 



74 THE INTERNATIONAL LESSON SYSTEM. 

favor of uniformity. The differences of the rival ed- 
tors and pubHshers threatened to preclude for all time 
the happy union that was consummated at Indianapolis 
in 1872. 

THE FAILURE OF 187O. 

The Normal Department Committee of the Meth- 
odist Episcopal Church had appointed, on June 20, 
1870, Rev. J. M. Freeman, as their representative in a 
proposed conference of representatives of Sunday- 
school Unions and other organizations, in reference 
to a uniform course of lessons for all denominations 
for the year 1871. Mr. Freeman sent out a communi- 
cation to all the publishers of Sunday-school lessons^ 
inviting a conference on the question of uniformity.. 
The absolute refusal of the publishers of the National 
Sunday-School Teacher to unite on any other condi- 
tion than the acceptance of the "National Series" of 
lessons, left the representatives of other publishing 
houses nothing to do but to adjourn their conference 
indefinitely. The informal discussion on the part of 
the editors who met in New York, July 26, 1870, was 
not wholly fruitless, as it deepened the desire on the 
part of those present for a closer union of the Sunday- 
school forces. The hope was expressed at that meeting 
that an arrangement might be made by which in 1872 
there might be *'a union, if not a uniform series of 
lessons." 

THE CRISIS OF 187I. 

In describing the crisis in American Sunday-school 
history in 1871, we can do no better than to quote 



GENESIS OF THE UNIFORM LESSONS. 75 

from "The Lesson System," by Rev. Simeon Gilbert, 
a monograph which is now unhappily out of print. Mr. 
Gilbert writes : 

The Executive Committee, appointed to arrange for the 
Indianapolis Convention of 1872, met in New York, July 10, 
1871. Mr. Jacobs again presented the subject of uniform les- 
sons, and finding the response quite general, it was decided to 
call a meeting of publishers, for August 8. During the interval 
Mr. Jacobs remained in the vicinity of New York, having an 
office in the city, and going there daily. Meeting Mr. Lyon, 
one of the publishers of the "National Sunday-School Teacher,'* 
in New York, he induced him to go to Long Branch with him, 
and, after a long discussion, Mr. Lyon consented to favor the 
plan. By publication, correspondence, and personal solicitation, 
twenty-nine of the various publishers, or their representatives, 
met to consider the subject. Mr. Jacobs was chairman of this 
meeting. After an earnest discussion it was decided, by a vote 
of twenty-six to three, to appoint a committee to select a list 
of lessons for 1872. Drs. Eggleston, Vincent, and Newton, 
Rev. H. C. McCook, and B. F. Jacobs, were appointed a com- 
mittee to do this work, and the meeting adjourned sine die. 
After the adjournment of this meeting the committee held a 
session. It was then past three o'clock, and Dr. Vincent in- 
sisted that the outline of the scheme must be formed that day. 
Dr. Newton said he was obliged to leave the city that afternoon. 
Mr. Jacobs was also obliged to leave, but said he would return 
the next morning. But as the other members of the committee 
insisted that the lessons must be selected that day, if at all, 
these two brethren agreed that the other members of the com- 
mittee might begin the work of selecting the lessons. The three 
members of the committee held a meeting, and, after a brief 
consultation, agreed to disagree and publish the following card, 
which was printed that afternoon: 

"Uniform Lessons — The Failure. — The under- 
signed, having been appointed at the conference held 
at the call of the National Executive Committee, a 
committee to select a course of lessons for the whole 
Sunday-school public, find it impossible at this late day 



76 THE INTERNATIONAL LESSON SYSTEM. 

to select a list of subjects acceptable to all, or credit- 
able enough to put the experiment on a fair basis. The 
compromise necessary to effect a union at this moment 
renders it out of the question to get a good list, and 
with the most entire unanimity we agree that it is 
best to defer action until the matter shall have been 
discussed in the National Convention. 

[Signed] Edward Eggleston, 

J. H. Vincent, 
Henry C. McCook." 
New York, August 8, 1871. 

Six copies of this card were mailed that night to different 
papers for publication, and it was almost a failure! How 
difficult a thing it was to bring about "the compromise neces- 
sary to effect a union at that moment" can only be appreciated 
by those intimately acquainted with the personal and denom- 
inational and publicational interests which seemed to be in- 
volved in the question. The idea of some uniform lessons for 
the schools of the country was, of course, fascinating to all. 
Some of its vast advantages were at once obvious — a thing 
which ought, some time, to be. But think how many private 
systems and projects, hopes and special enterprises, already 
under way and well advanced, might have to be abandoned in 
order to agreement. Dr. Eggleston was ready enough to con- 
sent to a uniform lesson provided the rest would consent to 
adopt his course of lessons. And it must be said that his 
lessons had become, to a remarkable extent, "national," proving, 
once for all, the practicability of a course of lessons which the 
denominations might adopt without detriment to any proper 
denominational Indoctrination. And then Dr. Vincent, who, 
besides inventing the first course of lessons, had originated the 
"Berean Series," was bent, first of all, upon uniting his own 
denomination, the Methodist, in the use of it; but, by its 
intrinsic and conspicuous excellence, was fast giving to it an 
ej?iro-denominational and national character. It was easier to 
see what his Church would lose than what it might gain by the 
proposed change. It was, indeed, a very critical juncture. 

The turn which the Sunday-school history of the world has 
taken since that time was then trembling in the balance of 
almost a single will. But the good providence of God. to whose 
inspiration all that was good in the movement was due, was not 



GENESIS OF THE UNIFORM LESSONS. 77 

to let the undertaking go by default. "Failure" was not to be 
the word.^ 

MR. JACOBS SNATCHES VICTORY FROM THE JAWS OF 
DEFEAT. 

Mr. Gilbert sketches the story of the crisis in the 
uniform movement in graphic style: 

Mr. LyoD, one of the publishers of the "National Sunday- 
School Teacher," being still in New York at the time, and 
deeply interested in the matter in a business way, learning from 
Dr. Eggleston what had been done by the committee, or that 
portion of the committee which had acted, immediately tele- 
graphed Mr. Jacobs, at Long Branch, that the committee had 
decided not to agree, and that Dr. Vincent had gone home to 
Plainfield. Mr. Jacobs telegraphed the same evening to Dr. 
Vincent to meet him in New York the next morning, saying, 
also, that the plan must not fail. Mr. Lyon, calling at Mr. 
Jacobs' office in New York the next morning, showed him the 
card printed the night before, and asked what was to be done? 
Mr. Jacobs replied: "It must be recalled, and the committee 
must do its work." They went together to Dr. Vincent's office, 
and awaited his arrival. After an hour's discussion Dr. Vincent 
wrote and signed the following card, which was subsequently 
signed by Dr. Eggleston and Mr. Jacobs, and sent to the papers 
which had received the first: 

"The undersigned desire to recall the circular for- 
warded yesterday, entitled 'Uniform Lessons— The 
Failure.' We desire to state that, having reconsidered 
the whole subject, we have agreed upon a series for 
1872. Will you accommodate the committee by with- 
holding the publication of the former circular? A list 
of lessons for 1872 will be forwarded soon. 

Edward Eggleston, 
J. H. Vincent, 
B. F. Jacobs." 



The Lesson Bystem, pp. 47-49. 



78 THE INTERNATIONAL LESSON SYSTEM. 

They separated to meet after lunch at Dr. Eggleston's office. 
On the way down Mr. Jacobs met Mr. McCook, who had spent 
the night near by, and had returned to the city. Together they 
went to Dr. Eggleston's office, where Dr. Vincent and Mr. Lyon 
soon arrived. Another discussion ensued, Mr. McCook declin- 
ing any part in going forward with the work, and Mr. Jacobs 
insisting that the committee were appointed to do a specific 
work, and not to discuss whether it should be done, and they 
had no right to decline to proceed. 

Dr. Newton not having returned to the city, the other mem- 
bers of the committee, except Mr. McCook, made the selection 
of lessons for 1872, and, after many delays, the experiment was 
tried.^ 

The series for 1872 as selected by Eggleston, Vin- 
cent and Jacobs consisted of two quarters' lessons from 
the National Series edited by Mr. Eggleston, one 
quarter from the Berean Series edited by Dr. Vincent, 
and one quarter of new lessons was selected by the 
committee of three at its sitting in New York, August 
9, 1 87 1. These lessons were largely adopted by the 
Sunday-schools throughout the United States, for the 
year 1872. Thus a uniform system had been in actual 
use more than three months prior to the meeting of 
the National Sunday School Convention at Indian- 
apolis, April 16-19, 1872. 

The committee of arrangement for the Indianapolis 
Convention gave to the question of uniform lessons 
abundance of time. It was recognized that this was 
the principal question that would come before the Con- 
vention. As copies of the National Sunday School 
Convention, of 1872, are now rather scarce, and as the 
official report of the discussion is written in vivid and 



1 The Lesson System, pp. 50, 51. 



GENESIS OF THE UNIFORM LESSONS, 79 

trenchant style, we invite attention to the complete offi- 
cial report of the eloquent address of Mr. Jacobs : 

The Uniform Lesson Question, 
opened by b. f. jacobs. 

B. F. Jacobs, of Illinois, was then called to open the discus- 
Bion of the topic of the session — the Uniform System of Sabbath- 
school Lessons for the whole country. 

On rising to speak he was received with warm applause. 
He proposed, first that prayer be offered for the guidance of the 
Spirit, and that all hearts might be turned wholly to the sub- 
ject while it should be under consideration. George H. Stuart, 
of Philadelphia, being called on, led in earnest prayer, and Mr. 
Jacobs resuming, said: 

I see that our time will not permit me half an hour's speech 
in the introduction of this subject, though it were well for us 
to give it more than half an hour of thoughtful consideration. 
Nor shall I waste your time by any special pleadings for the 
subject, but only present to you, if God shall help me to do so, 
in as concise a manner as I may, a part of the argument in favor 
of uniformity of lessons, and the reasons for believing that we 
can certainly carry out the plan that is proposed. 

I desire to divide this subject, and to answer first as far as 
possible the question, Why such a course of lessons is desirable, 
• — for the Sunday-schools of this country not only, but, blessed 
be God! we hope for the world! that it will not only be a 
national series, but that it will come to be an international 
series ; and secondly, How this result may be attained. 

And I suggest that the one answer to the first question is. 
That it will promote a more thorough study of the Word of God. 

We need no other answer. We need no other reason. If it 
can be made clear to us that this result will be attained by this 
course, the question is settled. And I submit to you that it will 
be true that the Scholars will attain a more thorough knowl- 
edge of the Word; that the Teachers will attain to a better 
knowledge of the Word ; that the Parents can better bring up 
their children in the nurture and admonition of the Lord by 
means of this than by any other; that the Pastors themselves 



80 THE INTERNATIONAL LESSON SYSTEM. 

will be more helped than by any other method ; and that the 
Writers of Lessons, which we are so anxious to study, will 
themselves be helped and thereby be enabled better to help those 
of us who look to them. 

This is true as a whole, and I believe it to be strictly true in 
each and every part of the question. It will be true in each 
school. It will be true in each home, — in the home study. It 
will be true for the teaching of the pulpit. It will be true as 
to the carefulness of those who write the lessons. It will be 
true in multiplying the helps that Sunday-school workers shall 
have proffered to them. It will be true in the sustaining of 
the teachers' meetings. It will be true as we journey from 
place to place, and visit our brethren in other fields of labor. 
It will be true, in short, in its comprehensiveness of this subject, 
from first to last. 

In regard to the details of the subject, I submit that it will 
be true: 

1. Foi' the Scholars. Because, being more interested, for 
the reason that they are better taught in the school, and more 
encouraged at home, — in the family worship, by the home read- 
ings that it Is proposed shall accompany such a plan, and by 
the conversation of parents with their children ; and because, 
by having a continuous course of study a stimulus is given to 
progress, and the child feels that he is gaining something, that 
he is climbing to a higher knowledge of the subject in hand — a 
principle which is just as true and more true of the study of 
the Word of God, than in secular pursuits, as we so well under- 
stand It. Because, again, there will be no repetition in this 
Course as there has been in all the partial and fragmentary 
Courses that we have had. Then, In changing from school to 
school, or taking up residence In other States — for our scholars 
are migratory, changing every year, not only, but every month, 
in many schools — they will be enabled to go on with their Bible 
study without Interruption. And if the Course of study shall 
include six or seven years — suppose six — when we get a boy or 
girl In our Sunday-school at the age of six, we hold them to 
Bible study until they are twelve and we have gone over with 
them, by a general plan, the study of the whole Word — not in 
one particular part of a Course, but in a complete and compre- 
hensive study of the Word of God that shall be like the curricu- 



OENESIS OF THE UNIFORM LESSONS. gl 

lums of our schools and colleges; and if we can retain them 
until they are eighteen, they will have been enabled to complete 
the study of the entire Word of God. 

2. For the Teachers. It will be true of them, because they 
can be better prepared. Certainly, they may have more aids to 
study, and better ones, than they have ever had before. They 
will be encouraged by their fellow-teachers more. They will 
be benefited by the teachers' meeting as they could not other- 
wise be. The teachers' meeting will be better, and more easily 
sustained (I am not stopping to give the reasons in detail. 
Many of them have been discussed in convention— State and 
county and town of the land — and are admitted facts). And so 
will it be in villages, and in the country, and in neighborhood 
meetings there, and union meetings in the city. That whicb 
has been impossible with men will be possible with God when 
we shall have adopted God's plan. If God had intended us to 
study a single part of his Word, he would have given us that 
single part and not the whole Bible. If God had intended that 
one part of his Word should have been omitted in our Course 
of study, in his infinite wisdom he would surely have omitted 
that part which was not necessary for us to study ; and when 
the inspired Apostle tells us through his son Timothy, that all 
Scripture is given by inspiration of God, and is profitable, it 
will be profitable for us ; and not only so, but it will give to 
our tired and overtasked teachers an opportunity to study while 
they work. I remember that one of the brightest preachers of 
the gospel I ever listened to said: "Brethren, if I have any 
power in preaching God's Gospel I obtained it by chewing up 
and swallowing the Word of God as I laid my open Testament 
on my carpenter's bench and read a verse and pushed the 
jackplane across the board." And what we want is that we 
may feed upon the Divine bread which God Himself has pro- 
vided for us that we may grow thereby. 

A little illustration occurred in New York that gave me an 
additional thought on this matter. A brother went into one of 
the Sunday-schools there but a week before last, and It was a 
rainy Sunday, and many were absent. Looking around on a 
vacant class, he turned to the superintendent and said, "I have 
studied this lesson so fully that I do not see how I can get over 
this Sunday unless I am permitted to teach somebody ; give me 
7 



82 THE INTERNATIONAL LESSON SYSTEM. 

a class that I may supply it." He had thought over that lesson 
all the way from the West to the East, and it had burned in 
his heart as the words of Jesus did in the hearts of the dis- 
ciples when on their way to Emmaus, and he desired to open 
the truth to some one there. 

Teachers will be compelled to be better teachers by the dili- 
gence of others, and thus by this most honorable of all competi- 
tions, schools will be weeded of inefficient teachers, and their 
places will be supplied by those whom God has ordained to 
teach his Word. 

3. For the Parents. It will be true for them, in that it will 
make them more faithful in the home instruction. On the plan 
proposed, by the "home reading," which will accompany the 
Course of Lessons, it is designed that the Sunday-school influ- 
ence and work shall permeate the hours and days of the week. 
Beloved, thirty minutes against six days and eleven and a half 
hours is not according to the will of God for our work. We 
have got to rise up to the contemplation of this subject as 
Elisha did in the lesson that is just before us, when he went 
■with that woman to look upon the face of the child that was 
dead, as our boys and girls are. He mused upon the work 
before him. And as he thought upon it he grew. And coming 
into the presence of this boy, it is said that this mighty prophet 
and prototype of Christ stretched himself, that he might meet 
the emergency of the case before him ; and he pressed his lipa 
to the child's lips, that he might touch him with the tendernesa 
of the word of life; and he put his eyes to the child's eyes, 
that he might have discernment to know what he needed in that 
hour; and he put his hands into the child's hands for fellow-- 
ship not only, but that he might lead him from death to life; 
and God added the needed power. This is what we need. 
And in this week-day work of the Sunday-school it is proposjed 
that a series of home readings shall accompany the lesson, that 
the parents themselves may teach the Word and the lesson aa 
well to their children, morning and evening, as they kneel 
around the family altar, and the sweet, mellowing influence of 
that lesson distill into their hearts as violets and roses drink in 
the perfume from God that they give back to man. 

In addition to this we have the weekly religious papers, and 
especially the Sunday-school publications that are needed ou 



GENE8IS OF THE UNIFORM LESS0N8. 83 

the family table, the week-day talks to familiarize, illustrate, 
and press home the lesson to both parents and children, making 
the labor of each easier and more certain of success. 

4. For the Pastor. It will be true for him, for he has now 
the living Epistles to read. The hungry teachers, the inquiring 
parents, the awakened children, illustrate the Word to him, 
and reflect as in a mirror his own teaching. He is helped by 
the studies and experiences of his people, while his accustomed 
service is more valuable, because helping them where they 
most need help, and when they most need it, and because they 
are better prepared to receive it when they desire it. "Blessed 
are they that do hunger and thirst after righteousness," and 
the word of God, that they may be fed, "for they shall be filled.'* 
And God himself has taught us that he has suffered his people 
to hunger that he himself might have the joy of feeding them, 
and that they might have the capacity to eat the more. In addi- 
tion, they are helped and better prepared by the prayer-meetingg 
being made teachers' meetings, or meetings for teachers ; and 
under this series it is certainly proposed that every parent shall 
be a teacher as well as those who sit for half an hour, or an 
hour, before a class on the Lord's Day. 

5. For the Writers of Lessons it will be true. The many 
and valuable lessons that have been prepared as helps for teach- 
ers have made a more thorough and careful study of the Word 
of God a necessity. It has called into service artists and 
scholars, and scientists; and the best of our Sunday-school 
magazines to-day are worth more to a teacher than all the 
commentaries of all the writers who are dead, and never saw a 
Sunday-school, nor knew what we wanted. It is the living 
teacher, from a living experience, meeting the wants of living 
boys and girls, that are struggling to-day with the living ques- 
tions of error and sin that have got to be met, fought over, 
and conquered for Christ every week of our lives. 

It has intensified and unified the prayers of God's people. 
I have not time to dwell upon this. But brethren beloved in 
Christ, does God ask us to meet together for prayer, and is his 
promise to two or three who are assembled in his name? What 
if a whole nation or the world were weekly and daily sending 
their united petitions to the throne of grace for the outpouring 



84 THE INTERNATIONAL LESf^ON SYSTEM. 

of the Spirit upon that truth, and at tliat time, to the salvation 
of the boys and girls that are present to hear it ! 

The plan has, moreover, the assurance of having been inaugu- 
rated and carried forward by the Holy Spirit himself. In proof 
of which we submit that this plan was born ; it was not made. 
The beginning w^as but a feeble thing compared to what it has 
now reached. As all things must truly live that truly grow, so 
this thought grows with the hours that roll around. There is not 
a man living or dead, that can stand up to-day and say that this 
thought is his, or mine, or yours. There are no men that have 
any right to special honor in this matter. Thank God, it is all 
his ! as it is all from him, of him, and to him ; and blessed be 
his Name ! for him and for him only. 

It has another thought. Week by week, and year by year, 
it has followed the law of development until it has eliminated 
from the minds and hearts of the best men of the nation who 
doubted its expediency, the doubts that clustered and the fears 
that held them back, and in them God has created and devel- 
oped the hopefulness, and the joy, and the peace that the assur- 
ance of the truth always brings. It has endured trial ; it has 
subdued its enemies ; it has made friends ; it has overcome 
evil with good, until now, in the second quarter of its first year 
of experiment, under many and peculiar difiiculties that it is 
impossible for want of time to speak of at this moment, it is 
being used by over three millions of teachers and scholars in 
our own country alone ; some of the largest denominations being 
wholly for the Course, while no one of the denominations is for 
any other Course, nor for all others put together. It may, or 
may not, be taken as an indication of the Spirit of God, and the 
mind of the Spirit in this matter, but to me it is indisput- 
ably so. 

It then remains to ask, secondly, Hoto can a Uniform Series 
of Lessonsi lye secured? The objections, though few, should be 
fully met We want only the truth in this matter. There is no 
plan, no scheme, no device of any individual or society, or col- 
lection of individuals or societies, that should have any weight 
with us whatever. Men are nothing, and Christ is all, here. 
And what we need is to know the mind of God and then to have 
the grace and the grit to do His will. 



GENESIS OF THE UNIFORM LESSONS. 85 

The objections must be met. The first has been: 

1. "No incompetent authority has the right to select a 
Course for us." We submit that this Convention can fully 
provide for that difficulty. 

2. "The Courses have been fragmentary." Our answer is, 
let us make it comprehensive and permanent. 

3. "It is only an idea and must be tried." We reply, that 
schools that number three millions say the experiment proves 
the wisdom of the plan; and States here reported yesterday 
that it is being blessed of God to the infusing of new life into 
every part of the work. Therefore, Mr. President and brethren 
of the Convention, I beg leave to submit the following resolu- 
tion, namely : 

Resolved, That this Convention appoint a commit- 
tee to consist of five clergymen and five laymen, to 
select a course of Bible Lessons for a series of years 
not exceeding seven, which shall, as far as they may 
decide possible, embrace a general study of the whole 
Bible, alternating between the Old and New Testa- 
ments semi-annually or quarterly, as they shall deem 
best, and to publish a list of such lessons as fully as 
possible, and at least for the two years next ensuing, 
as early as the 1st of August, 1872; and that this 
Convention recommend their adoption by the Sunday- 
schools of the whole country ; and that this committee 
have full power to fill any vacancies that may occur 
in their number by reason of the inability of any 
member to serve. 

Mr. Jacobs suggested that the brethren of the British Prov- 
inces also appoint a committee of conference with this commit- 
tee, if it should be provided for. He then added an explanatory 
word of the resolution itself. The thought is, he said, that the 
course will be through six or seven years, from Genesis to 
Revelation, in such measure as shall be expedient. The 
thought that has been expressed by those that have considered 
it most is, that at least three-sevenths of the lessons shall be 
upon the life, and words, and work of Jesus; that there may 
be no year without its fullness of Gospel truth, though the 
Gospel be in every verse, and every chapter, from the begin- 
ning to the end. We desire to provide for all such contingen- 
cies; and this Convention can select, it seems to me, from 



86 THE lyTERNATIONAL LESSOX SYSTEM. 

among the brethren beloved of the land, such men as they can 
safely trust in so great a matter as this. 

The resolution was seconded. 

The discussion now began in good earnest. Each speaker 
was limited to ten minutes.^ 

It is perhaps unnecessary to apologize for incorpo- 
rating the stenographic report of this epoch-making 
address in full in our sketch of the Genesis of the Inter- 
national Uniform Lesson. Sixteen or seventeen short 
speeches were made by other delegates, only two or 
three of which were in opposition to the plan of a uni- 
form lesson for the Sunday-schools of America. Mr. 
Eggleston, though opposing the resolution, said that 
he knew the decision in favor of uniformity was a 
foregone conclusion. In the light of recent events, the 
speech of the Rev. P. S. Evans in favor of a series of 
lessons in three grades, uniform in each of three de- 
partments, is worthy of special mention. Dr. Vincent 
warmly supported the resolution offered by Mr. Jacobs. 

The discussion of the question being still in progress 
when the hour for adjournment of the morning session 
arrived, the subject was made the special order for 
4 o'clock P.M. The enthusiasm of the Convention in 
favor of the scheme finally forced a vote, only ten dele- 
gates voting in the negative. 

Thursday, April i8, 1872, was a notable day in the 
history of Sunday-schools, being the birthday of the 
International Uniform Lesson System, a method of 
Bible study that has won the approval of the over- 
whelming majority of Protestant Sunday-schools 
throughout the world. 

^The Fifth National Sianday-Sclaool Convention, pp. 84-88. 



MEMBERS OF THE LESSON COMMITTEE 




John Hall. D. D. 

1872- 189G 




R. Newton, D. D. 

1872-1884 



'f. 


Li' 


k.:i 


*r 



P. G. GiMett, LL. D. 

1872-1884 



■ * J 

A. L. Chapin, D. D. 

1872-18:8 



Geo. H. Stuart 

1872- 18"3 



h^mt ^ 




A. G. Tyng 

1872-1878 




A. Macallum 

1872-1878 



J. M. Gibson, D. D. 

1872-1878 



H. P. Haven 

1872-1876 



III. 

THE PERIOD OF TRIUMPHANT EXPANSION. 

THE First International Lesson Committee ap- 
pointed by the Indianapolis Convention in 1872, 
consisted of five clergymen and five laymen, as fol- 
lows : 
Clergymen — 

Rev. J. H. Vincent, D.D., New York (Meth- 
odist Episcopal). 
Rev. John Hall, D.D., New York (Presbyte- 
rian). 
Rev. Warren Randolph, D.D., Pennsylvania 

(Baptist). 
Rev. Richard Newton, D.D., Pennsylvania 

( Protestant Episcopal ) . 
Rev. A. L. Chapin, D.D., Wisconsin (Congre- 
gationalist) . 
Laymen — 

Prof. Philip G. Gillett, LL.D., Illinois (Meth- 
odist Episcopal). 
George H. Stuart, Pennsylvania (Presbyte- 
rian). 
B. F. Jacobs, Illinois (Baptist). 
Alex. G. Tyng, Illinois (Protestant Episcopal). 
Henry P. Haven, Connecticut (Congrega- 
tional). 

87 



gg THE INTERNATIONAL LESSON SYSTEM. 

Dr. John H. Vincent was named as Chairman of 
the Lesson Committee, and continued in this office for 
twenty-four years. Rev. Warren Randolph was elected 
Secretary, and continued in this office, in like manner, 
for twenty-four years. 

DESCRIPTION OF THE FIRST LESSON COMMITTEE. 

Who and what manner of men were the members 
of the First International Lesson Committee? 

Dr. John H. Vincent had given much time and en- 
ergy, for at least seventeen years, to Sunday-school 
work. He was the first pastor in our country to organ- 
ize a Sunday-school Normal Class; the founder and 
promoter of the Sunday-school Institute; the inventor 
of a lesson plan which could be made universal and 
uniform in the Sunday-school, and the editor of Lesson 
Helps for teachers and scholars which were unique 
as means for quickening interest and promoting study. 
As one associated with him for many years in the Les- 
son Committee says : ''He was a skillful leader of men, 
great in the council chamber, great in the pulpit, and 
great on the platform." The Methodist Church made 
him a Bishop, and the Sunday-schools of the world 
acclaim him as their Archbishop. He is now in his 
eightieth year, the last survivor of the galaxy of Amer- 
ican Sunday-school specialists of the middle of the 
nineteenth century. 

Rev. Warren Randolph, D.D., is thus portrayed by 
one who was in intimate touch with him for twenty- 
four years : 



THE TRIUMPHANT EXPANSION. gQ 

Warren Randolph was one of the most catholic spirits I have 
ever known ; amiable, cultured, refined, a man witli a keen 
sense of propriety. He was a practical man, systematic, exact 
and faithful in details. I loved him like a brother, and would 
have trusted my soul with him. 

Another member of the Lesson Committee, writing 
in April, 1899, ^^ account of the personnel and the 
work of the Fifth Lesson Committee, thus refers to 
Dr. Randolph: 

He has indeed grown old in the service of the International 
Lesson System, and no one has ever been more devoted to It 
than he. He has written with his own hand every title, text, 
and golden text that has been used to the present day. He has 
missed but one meeting of the committee, and then he was kept 
away by a storm which destroyed railroad and telegraph con- 
nection with the place of meeting. Though he no longer per- 
forms the duties of secretary, we still have the benefit of his 
warm heart, his good judgment, and his great familiarity with 
the Bible. 

It was my privilege in October, 1895, to have an 
all-day ride on the railway train with Dr. Randolph, 
from Montreal to Boston. We were returning from 
the first meeting of the Lesson Committee that I ever 
attended. As we rode through New England, he 
pointed out to me from the car window the various 
trees characteristic of the region. He gave me his 
valuable time for the whole day, discussing the history 
of the Lesson Committee's work, the relations of the 
American Committee with our British associates, and 
other matters pertaining to the work of the Committee, 
on which I had been chosen to serve. We had much 
tender and delightful conversation concerning Dr. 



90 THE INTERNATIONAL LESSON SYSTEM. 

John A. Broadus, who had recently been called to his 
reward. I learned incidently from Dr. Randolph that 
my election by the members of the Lesson Committee 
to fill the unexpired term of Dr. Broadus was due 
chiefly to Dr. Broadus' kind references, in conversa- 
tion, to his young colleague in Louisville. Dr. Ran- 
dolph told me the story of his camping trip with Dr. 
Broadus for six weeks in the Holy Land, and how they 
read the Bible passages referring to various places, 
while they were on the spot, and how they tried to 
imagine just how the scenes were enacted. The kind- 
ness and courtesy of Dr. Randolph to his young col- 
league in the Lesson Committee that day, was only a 
specimen of his uniform thoughtfulness and kindness 
toward his associates in Christian work. He was truly 
a man of God, and a friend of the children. 
Of Mr. B. F. Jacobs, Dr. Hinds writes : 

He has been on the committee from the first, has helped to 
select every lesson that has been used, and has shaped and 
directed the International Sunday-school work throughout its 
whole history. He is a most valuable member of the com- 
mittee. His hobby is golden texts. He is the champion of the 
children and insists that every lesson and text shall be adapted 
to the primary class. While he is energetic and progressive, he 
is at the same time cautious and prudent He has been the 
right man to command the world's Sunday-school forces, and 
the splendid victories of the past twenty-five years evince his 
matchless generalship. 

Bishop Vincent thus characterizes his able colleague : 

He was not highly cultivated, but fully consecrated ; cordial, 
genial, intense, concentrating his whole attention on the thing 
in hand, enthusiastic ; not polished but pure ; intense and dead 



THE TRIUMPHANT EXPANSION. 91 

set had final perseverance, great persistency. He was thor- 
oughly familiar with the Sunday-school situation, and knew 
how to adapt lessons to the plain people. He was a rare man, 
and as affectionate as a woman. 



Drs. Vincent and Randolph, Mr. B. F. Jacobs, and 
Dr. John Hall were retained on the Lesson Committee 
for the first twenty-four years of its history. 

Of Dr. John Hall, Professor Hinds says: 

He was great in body and great in mind, calm, self-possessed, 
a man of good judgment, and a safe counsellor. He possessed 
great dignity, and a commanding personality. He was master 
of English, and expressed his thoughts tersely and briefly, but 
with great accuracy. 

Bishop Vincent describes him as "a good Biblical 
scholar, solid, conservative, persistent, always dignified, 
never frivolous in the least degree." Dr. Hall was 
often chosen to represent the Lesson Committee on 
the platform at the meetings of the International Con- 
vention, and at receptions given to the Lesson Com- 
mittee in the various cities in which it held its annual 
sessions. 

Of Rev. Richard Newton, D.D., Bishop Vincent 
says : **He was the perfection of the Christian gentle- 
man; a good Biblical scholar, with the gift of adapta- 
bility to the juvenile mind." He is the author of 
several volumes of "Sermons to Children" which are 
models worthy of careful study by all preachers. 

Of Alexander G. Tyng, Bishop Vincent says: "He 
was a practical Sunday-school worker, refined and 
wise, and valuable as a representative of the Episcopal 



92 THE lyTERXATIOXAL LESSOX SYSTEM. 

Church. He had a lovely home and an interesting 
wife." 

Prof. Philip G. Gillett was an educator of high 
standing and an earnest Sunday-school worker. Mr. 
George H. Stuart was one of the leading Sunday- 
school men of his day, having been elected President 
of the Fourth National Convention. He was in rather 
feeble health when he was appointed on the Lesson 
Committee, and soon resigned, Mr. J. B. Tyler being 
elected by the Committee to take his place. 

Mr. Henry P. Haven has been presented to the 
world, in a memoir by H. Clay Trumbull, as *'A 
Model Superintendent." He is thus described by Dr. 
Vincent : 

Henry P. HaYen was one of the most gentle-spirited men I 
ever met. He brought sunshine into every meeting of our 
International Lesson Committee. He made careful preparation 
in advance of our sessions ; insisted strenuously upon his pref- 
erences when there was a difference of opinion concerning 
specific selections ; defended his positions with great fervor ; 
but yielded with a generous, hearty laugh when the vote went 
against him ; in every case, I believe, voting afterwards with 
the majority when it was desired, according to our custom, to 
make the choice unanimous. He loved the Word; he loved 
the brethren ; he loved the work ; he loved the Lord. He has 
gone to his reward. We miss him at our annual sessions. We 
hope to join him again in the unbroken fellowships of the 
life eternal. 

Mr. Haven died April 30, 1876. The Lesson Com- 
mittee held a meeting in New London, Connecticut, 
Mr. Haven's home town, November 5, 1874. Mr. 
Haven entertained the Committee at tea in his beauti- 



TEE TRIUMPHANT EXPANSION. 93 

ful home, and in man}^ ways made the meeting of the 
Committee a most dehghtful one. The Lesson Com- 
mittee chose Hon. FrankHn Fairbanks, of Vermont, 
to fill out the unexpired term of Mr. Haven. 

Rev. A. L. Chapin, D.D., of Wisconsin, was a Con- 
gregational minister. He was faithful in his attend- 
ance, and did good work. 

THE FIRST LESSON COMMITTEE PAY THEIR OWN 
EXPENSES. 

It was originally designed that the expense of the 
members of the Lesson Committee should be paid by 
the Treasurer of the International Convention. At the 
meeting of the Convention in Indianapolis, in 1872, a 
subscription by States, amounting to more than a thou- 
sand dollars, was taken up ; but the money seems never 
to have been collected. The members of the Com- 
mittee were, therefore, under the necessity of paying 
their own traveling expenses and hotel bills; this they 
did for all the years from 1872 to 1878. (A small 
sum for printing the Lesson Lists was drawn from 
the treasury of the International Convention.) The 
amount thus contributed by the members of the Com- 
mittee, was not less than $3,000. With a noble gen- 
erosity, the Committee, in its report to the Interna- 
tional Convention of 1878, said: 'The money we have 
thus given, together with our work, is our cheerful 
contribution to the cause." Even the printing of the 
Lesson Lists from 1875 to 1878 was provided for 
without expense to the International Convention. 



94 THE INTERNATIONAL LESSON SYSTEM. 

THE LESSON COMMITTEE OUTLINES ITS WORK. 

The Lesson Committee, immediately after their ap- 
pointment, held a meeting in the Second Presbyterian 
Church, Indianapolis, Friday, April 19, 1872. There 
were present Drs. Vincent and Randolph, and Messrs. 
Geo. H. Stuart, Philip G. Gillett, A. G. Tyng, B. F. 
Jacobs, and Henry P. Haven. It was agreed that the 
first regular meeting of the Committee for selecting 
lessons should be held at the rooms of the Young Men's 
Christian Association, in New York, on Thursday, 
May 23, 1872. 

The Committee assembled in New York on the date 
agreed upon. A communication was received from the 
Canadian Sunday School Association announcing the 
appointment of Rev. J. Monro Gibson and A. Macal- 
lum, Esq., to represent the Canadian Sunday-schools on 
the Lesson Committee. Both of these gentlemen were 
present and took seats with the Committee. The Les- 
son Committee then entered upon the selection of les- 
sons for 1873, beginning with the Book of Genesis. 

In taking up its task for a cycle of Seven Years* 
Lessons, the Lesson Committee adopted the following 
minute, which was communicated to the various pub- 
lishing houses and Sunday-school Societies : 

1. In accordance with the terms of our appointment the 
Lessons will be selected from the Old and New Testaments, 
alternating between them each year. 

2. While we are not allowed to extend the proposed course 
through more than seven years, we doubt whether it can be 
brought within less than that time. 

3. We have decided to begin with the Book of Geuesis, an(J, 



THE TRIUMPHANT EXPANSION. 



95 



in studying the Old Testament, to make the general order of 
progression chronological. 

4. We deem it important to spend some portion of each year 
in studying the character and work of Christ. We propose 
therefore, to devote half the first year to his Life, as recorded 
in Matthew. 

5. During the second year similar studies will be suggested 
in Mark, and after that in Luke and in John, in each instance 
seeking to gain whatever peculiarity of view or design the 
writer may have had. 

6. At a later period we may enter, more or less minutely, 
upon our Lord's Words and Works, as recorded by these evan- 
gelists, and give special attention to his closing Ministry and 
Death. 

7. As early as practicable we will introduce Lessons on the 
labors of the Apostles, on the planting of the Church, and the 
doctrines of the New Testament, as given in the Acts and the 
Epistles. 

8. For the first two years the general plan proposed will be 
as follows, viz. : 

rph. First Year Second Tear. 

Three months . . . .Genesis. Three months . . . Mark 

Six months Matthew. Three months ..." Acts* 

Three months . . . .Genesis. Six months. . .Moses* and * 

Israel. 

9. It is decided to present twelve lessons for each quarter 
leaving the last Sunday of the quarter for a Review, a Selected 
Lesson, or the Missionary Concert. 

Lessons for the first two quarters in 1873 were 
selected in detail, and the scheme as outHned was at 
once announced to the various pubhshers of Sunday- 
school lessons. The Committee then adjourned until 
Thursday, June 20, 1872. At this second session of 
the Committee, lessons were selected for the third and 
fourth quarters of 1873. On motion of Rev. John 
Hall, D.D., the following resolution was adopted: 



96 THE INTERNATIONAL LESSON SYSTEM. 

In presenting this series of Lessons for one year, we respect- 
fully ask our Sabbath School fellow-laborers to make to any 
member of the Committee such sugge^stions as seem to them of 
practical value in continuing the course for the next six years. 
The limited time at our disposal rendered it impossible to obtain 
such co-operation for the plan now presented. 



NORTHERN PRESBYTERIANS ACCEPT THE INTERNA- 
TIONAL LESSONS. 

The Lesson Committee having learned that the 
Presbyterian Board of Pubhcation would probably not 
adopt the new series of lessons, the Secretary was di- 
rected to correspond with the officers of that Board and 
express the hope that they might see their way clear 
to co-operate with the Lesson Committee. Dr. Ran- 
dolph's efforts to bring the Presbyterian Board into 
line were successful, as the following minute shows : 

The Presbyterian Board of Publication having decided to 
adopt the course of study proposed by this Committee, but hav- 
ing requested that the arrangement be so modified as to give 
6ix months' continuous study in Genesis and six months in 
Matthew, the Secretary, by correspondence, obtained the unan- 
imous consent of the Committee to make the proposed change. 
It was so made and publicly announced by circulars. 

Some of the denominational houses held aloof for 
some time and continued their own courses of study. 

THE LESSON COMMITTEE OPEN TO SUGGESTIONS. 

It would be easy, in the light of the experience of 
nearly forty years, to criticise the plan of the lessons 
for 1873. The idea of making a quarter of a year the 



TEE TRIUMPHANT EXPANSION. 97 

unit of study was passed on to the Lesson Committee 
by the Convention of 1872, and the Lesson Committee 
commenced its work in accordance wath that sugges- 
tion. The rearrangement suggested by the Presbyte- 
rian Board that the six months in Genesis be taken 
consecutively, was a distinct improvement, and was 
gladly accepted by the Committee. It may be proper 
to record at this point the impression made by a care- 
ful reading of every page of the minutes of the Lesson 
Committee from 1872 to 1910, that the International 
Lesson Committee has always been ready to receive and 
profit by suggestions from any source whatsoever. It 
has been the aim of the Committee to minister to its 
great and varied constituency in the most efficient 
manner possible. Pride of opinion has not been with 
them a besetting sin. Would that the same could be 
said of all their critics! 

The scheme originally suggested for 1874 would 
have been scrappy indeed ; for it would have been nec- 
essary to leave off in the middle of Mark at the end 
of the first quarter, and in the early chapters of Acts 
at the end of the second quarter. Consecutive study 
of the Bible would have been impossible on this plan. 
The Committee very properly modified their plan so 
as to complete the study of Mark in the first half of 
1874, reserving the Acts for a later period in the cycle 
of seven years. 

Note the brevity of the lesson selections from the 
Bible and the simplicity and brevity of the titles. For 
the year 1873 the Committee suggest nothing but the 
title and Scripture selection for each lesson. The 



98 THE INTERNATIONAL LESSON SYSTEM. 

Golden Texts, such as Dr. Vincent employed in 1866 
and the following years, were first selected by the Les- 
son Committee for 1874. The selection of the Golden 
Texts for 1874 was entrusted to a subcommittee con- 
sisting of Drs. Vincent, Newton and Randolph, and 
Mr. Tyler. This item was added to the work of the 
Committee, in response to a request from the officers 
of the London Sunday School Union, that this Com- 
mittee select for each lesson an 'Tnternational Text," 
as a memory verse. But the name suggested by Rev. 
J. H. Vincent held the field, and we still select for every 
lesson in the Uniform Series a ''Golden Text." 

THE INTERNATIONAL LESSONS IN GREAT BRITAIN. 

As early as 1870, if not a little earlier. Dr. Vincent 
had opened correspondence with representative Sun- 
day-school men in London and Edinburgh with re- 
gard to an international series of lessons. Rev. Simeon 
Gilbert thus describes the effect of this early effort on 
the part of Dr. Vincent to secure international co- 
operation on a series of lessons for the Sunday-schools 
of the world : 

Rev. J. Comper Gray, of Halifax, though pleased with the 
idea, disapproved of the scheme as impracticable. Under date 
of January 28, 1870, John Smither, Secretary of Committee on 
Publications of the "London Sunday-School Union," wrote to 
Dr. Vincent, stating that "the subject of an international series 
of Sunday-school lessons" had afforded the committee great 
pleasure, and "stirred in them a cordial sympathy with your 
purpose." 

Mr. F. J. Hartley, Esq., also of the London Sunday-School 
Union, wrote, April 30, 1870 : "It is too late for next year's list, 



TEE TRIUMPHANT EXPANSION. 99 

though I hope we may be in time for 1872. It would be a 
glorious thing for the teachers on both sides of the Atlantic to 
be reading the same lesson Sunday by Sunday, and we would 
do much to bring it about." 

Rev. James Inglis, of Scotland, about the same date, writes : 
"Your idea of a grand Protestant scheme is very attractive, and 
I am not willing to say it is impracticable, though, at present, 
I don't quite see how it can be carried out." And he added 
this very sagacious piece of advice: "It seems to me that the 
best means of giving the project a chance of success is not to 
ask all manner of societies to join in framing a good scheme; 
but first to sketch a scheme, and then see how many can be got 
to adopt it, first communicating with as many societies as pos- 
sible on the subject. Our Edinburgh scheme will run out by 
December, and we would be quite ready to consider any better 
system than we have been following.^ 

Dr. Vincent had formed a pleasant acquaintance 
with leading Sunday-school workers in Great Britain 
during the Sunday-school celebration of 1862. The 
following minute of the Lesson Committee, at its meet- 
ing in New York on June 20, 1872, will show that the 
American Lesson Committee took steps promptly to 
secure co-operation across the sea : 

The Chairman of the Committee, Rev. Dr. Vincent, being 
about to visit England, on motion of Dr. Gillett it was 

Resolved, To give to him a Letter of commendation to the 
London Sunday School Union and to express through him a 
desire that our brethren of Great Britain will, as far as consist- 
ent, co-operate with us in securing a uniform study of the Word 
of God. 

Dr. Vincent was able to give to his colleagues of the 
Committee, on his return from England, a gratifying 

* The Lesson Syst^emj pp, 60, 61. 



100 THE INTERNATIONAL LESSON SYSTEM. 

report of his cordial reception by the officers of the 
London Sunday School Union, and of their hearty in- 
terest in the work of the Lesson Committee. The Sun- 
day School Union later in the year 1873 decided to 
adopt the lessons issued by the American Committee 
for use in the afternoon schools in affiliation with the 
Union. From 1874 to the present time the London 
Sunday School Union has been consulted by the Amer- 
ican Lesson Committee as to the lesson lists for each 
year, and modifications in the various schemes have 
been made to meet their wishes. During the first 
twenty years these modifications were usually slight. 
The steps by which the influence of the British brethren 
has greatly increased in recent years, will be traced in 
a later lecture. 

For 1875 the lessons for the first six months were 
in the Old Testament, beginning with ''Joshua En- 
couraged" and closing with ''Saul Chosen." The 
second half of the year was given to a study of the 
Gospel of John. 

At the meeting of the Lesson Committee on Novem- 
ber 5, 1874, in deference to the wishes of officers of 
the London Sunday School Union, two changes in the 
lessons were introduced; the Scripture selections were 
made a little longer than those formerly given, and the 
lessons were made to alternate once in three months 
between the Old and the New Testament. The first 
change was a distinct improvement, but the second was 
certainly a retrograde movement. Dr. Randolph 
writes : "The Committee was divided in opinion in re- 
gard to the three months' alternation, but all cheer- 



THE TRirilPHAXT EXPAXSIOX. ^Ql 

fully consented to the arrangement for one year, re- 
garding it in the light of an experiment and deeming it 
wise to make this concession to the wishes of our Eng- 
lish brethren."^ 

FIRST REPORT OF THE LESSON COMMITTEE. 

At the First International (Sixth National) Con- 
vention, held in Baltimore, May 11-13, 1875, the Les- 
son Committee made its report for the first triennium 
of its work. We give some selections from the report ; 

In common with the general Christian public, the Committee 
have marked with amazement and delight the far-reaching 
influence of our work. In the plans it formed three years ago 
the Indianapolis Convention waa acting more wisely than it 
knew. It inaugurated a system of Bible study more general 
and more thorough than the world has ever seen before. The 
Committee to whom was assigned the selection of the Lessons, 
and who in this respect are only the servants of the Christian 
public, did not then, even if they do now, grasp the magnitude 
of the work. When they see the favor with which it has been 
received they unite with you in giving devoutest thanks to God 
for the honor which, through this agency, He has put upon His 
Word, and for the blessed fellowship into which He is thereby 
bringing His people ! The Committee have found their personal 
communings, while engaged in their work, among the most 
delightful experiences of life. On these occasions they have 
found the voice of prayer and the song of praise stirring their 
profoundest Christian sensibilities, and blending their souls in 
the sweetest Christian fellowship. 

Secretary Randolph next shows who were using the 
lessons issued by the Committee: 

The extent to which our work is already carried, far sur- 
passes the most sanguine expectations. These Lessons are 
^The Fir&t International Sunday School Convention, p. 43. 



102 THE INTERNATIONAL LESSON SYSTEM. 

largely in use througbout our own land by Methodists, Presby- 
terians, Baptists, Episcopalians, Congregationalists, Lutherans, 
Moravians, Friends, members of the Reformed Churches, Ad- 
ventists, and many others, — a mighty host, to be enumerated 
only by millions. Each of these denominations has established 
Sunday-school periodicals, large parts of which are devoted to 
the exposition of the Lessons. In addition to these, private 
enterprise has established many more. The weekly religious 
press, of almost all denominations, in every issue expounds the 
Bame, and in some instances secular papers are doing it, while 
the teaching of the Lesson for the following day has become the 
Saturday feature of the noon-day prayer-meetings all over the 
land. Thus our Lessons have found their way to the Sunday- 
echools along the shores of the Atlantic, down the slopes of the 
Pacific, and through all the region which lies between. East 
and West and North and South have come to love and use them. 
Who would have thought, ten years ago, that Divine Providence 
was preparing for our land such a bond of union ! "This is the 
Lord's doing ; it is marvellous in our eyes." 

After calling attention to the fact that Canada was 
in hearty accord with the Committee, Dr. Randolph 
shows that the Uniform Lesson was in use here and 
there over all the earth : 

But this is not all. Our work will help to unify the nations. 
The tidal wave is already rolling along the shores of Continental 
Europe. The ground swell is felt in Asia, and even in the 
regions that are beyond. Our Lessons are to-day in use in 
France and Germany, in Sweden, Norway, Denmark, the Neth- 
erlands, Switzerland, Turkey, Italy, and Greece; in Syria, 
Hindustan, India, Burmah and China. Old Mexico is sitting 
down with us to the study of these Scriptures. The isles, too, 
•wait for God's Law. Australia, New Zealand and the Sandwich 
Islands have clasped hands with us across the intervening 
waters, and it is literally true, that one set of Sabbath studies 
is going with the sun around the globe.^ 



* The First International Sunday School Convention, pp. 44, 45. 




John Potts. D. D. 1878-1907 
Chairman 1896-1937 



A. E. Dunning, D. D. 1884-1902 
Secretary 1896-1902 




Warren Rando'ph. D. D. 1872-1899 
Secretary 1872-1896 




A. F. Schauffler, D. D. 1896 to date 
Secretary 1902-8. Chairman 1908 to date 



Ira M. Price, Ph. D. 1902 to date 
Secretary 1908 to date 



THE TRIUMPHANT EXPANSION. 103 

THE QUESTION OF TEMPERANCE LESSONS. 

On September i, 1875, the first formal request for a 
frequent presentation of Temperance in the lesson 
scheme was read to the Committee. It was in a letter 
from Rev. Dr. Theodore L. Cuyler. The subject was 
frequently brought to the attention of the Lesson Com- 
mittee during the next fifteen years, until the matter 
was adjusted between Miss Willard and Mr. B. F. 
Jacobs in a dramatic scene on the floor of the Interna- 
tional Convention at Pittsburg in 1890. Their agree- 
ment practically bound the Lesson Committee to at 
least four Temperance lessons for each year. The 
Committee have sought to carry out in good faith that 
agreement. 

THE FIRST LESSON COMMITTEE COMPLETES ITS WORK. 

As already indicated, the lessons for 1876 were put 
forth in quarterly blocks. For the first quarter Old 
Testament lessons continued the story from Saul's Re- 
jection to Absalom's Death. Then the New Testament 
lessons opened in the second quarter with *The As- 
cending Lord," and closed with "The Seven Chosen." 
In the third quarter the lessons go back to the Old 
Testament and treat of Solomon's history and writ- 
ings. The fourth quarter returns to the Book of Acts 
and traces the story from "Stephen's Defense" to 
"Peter's Release from Prison." 

The selections for 1877 are more consecutive than 
those of the previous year. The first half of 1877 is 
given to Old Testament studies from the Division of 



104 THE INTERN ATIOyAL LESSON SYSTEM. 

the Kingdom to the Captivity of Israel. The lessons 
very properly emphasize the biographical element in 
the history. Two or three good lessons from the early 
prophets also appear. For the second half of 1877 the 
Book of Acts is completed from Paul's First Mission- 
ary Journey to his Last Words, in the letter to Tim- 
othy. With the exception of two or three lessons, the 
selections are all biographical and narrative lessons, 
well adapted to the use of the average Sunday-school. 

For the first half of 1878 the Committee selected 
lessons from the Old Testament, tracing the Kingdom 
of Judah from Rehoboam to the Captivity, and the 
fortunes of the Jews from the Restoration to the close 
of the Old Testament. The second half of the year 
was given to the study of the Gospel of Luke. 

The Committee were now face to face with a serious 
problem. They had included all the vivid biographical 
and narrative portions of the Scriptures in the first 
six years of their cycle of seven. They decided to 
offer for the first half of 1879 an Eclectic series of 
lessons from the Poetical and Prophetical books of the 
Old Testament, and for the second half of 1879 an 
Eclectic series from the Gospels, Epistles and Revela- 
tion. The first six lessons of the first quarter are nar- 
rative lessons from the later Old Testament history. 
From the seventh to the fifty-second lesson of the year 
there was only one narrative lesson; all the rest are 
purely didactic. To be sure, there are many passages 
of Scripture in the lessons for 1879 that are beautiful; 
but how the average teacher of little children under 
eight years of age could contrive to hold the attention 



THE TRIUMPHANT EXPANSION. IQS 

of the little folks throughout the long series of purely 
didactic lessons, is an enigma which I cannot presume 
to solve. If such a course were now offered by the 
International Lesson Committee, in the Uniform 
Series, the Sunday-school publishing houses of the 
country would throw it overboard, and perhaps call for 
the resignation of the members of the Committee. 

APPOINTMENT OF THE SECOND LESSON COMMITTEE. 

At the Second International Convention held in 
Atlanta, Georgia, April 17-19, 1878, a new Lesson 
Committee was appointed. Of the original Committee 
there were retained Drs. Vincent, Hall, Randolph, Gil- 
lett, Newton, and Mr. B. F. Jacobs ; six in all, only two 
of whom were laymen. The Committee was increased 
to fourteen ; the new members being Rev. B. M. Pal- 
mer, D.D., Rev. W. G. E. Cunnyngham, D.D., Pro- 
fessor Austin Phelps, Dr. John A. Broadus, Prof. H. 
L. Baugher, Rev. James A. Worden, Rev. D. H. Mac- 
Vickar, and Rev. John Potts. 

Dr. Palmer was a famous Presbyterian preacher of 
New Orleans. As he found it impracticable to attend 
the meetings of the Committee regularly, he tendered 
his resignation, but withdrew it at the request of the 
Committee. 

Dr. Cunnyngham is described as "a refined, gentle, 
sweet spirit, not aggressive." He was diligent and 
faithful in his work. 

Professor Phelps declined the appointment on ac- 
count of physical infirmity. Hon. Franklin Fairbanks, 



106 THE n^TERNATIONAL LES^'^ON SYSTEM. 

an active Sunday-school worker, of St. Johnsbury, 
Vermont, was elected in his place. Mr. Fairbanks had 
been chosen to complete the unexpired term of Mr. 
Henry P. Haven on the First Lesson Committee. Mr. 
Fairbanks was a faithful member of the Committee. 

Professor Baugher was a member of the Faculty of 
the Lutheran Seminary at Gettysburg, Penn., who 
served acceptably on three successive Committees. 

Rev. James A. Worden was a prominent Sunday- 
school worker who has been for many years connected 
with the Presbyterian Board of Publication, in Phila- 
delphia. 

Dr. MacVickar, of Montreal, a ripe scholar, was a 
representative of the Presbyterians of Canada. 

The two most prominent and valuable new members 
of the Lesson Committee were Dr. John A. Broadus 
and Rev. John Potts. 

Dr. Potts served on the Lesson Committee from 
1878 until his death in 1907, being Chairman of the 
Lesson Committee from 1896 to 1907. Bishop Vin- 
cent describes him as "a man robust and royal in bear- 
ing, well educated, a practical man who knew folks, 
having had large experience in preaching among the 
people." Dr. Potts presided at the first meeting of 
the Committee I attended, in October, 1895, and re- 
mained in the Chair at all the meetings from that time 
until his death. He made an admirable presiding 
officer, being fair and just in all his decisions, expert 
in pushing the business of the Committee forward, and 
tactful and judicious in the appointment of his sub- 
committees. I loved him like a father. 



THE TRIUMPHANT EXPANSION. 107 

Dr. Broadus was the most important addition to 
the Committee in 1878. He served on the Committee 
until his death in 1895. Dr. Vincent gives the follow- 
ing estimate of Dr. Broadus : 

He was cautious in the expression of opinion. He was a ripe 
scholar, perfect in his familiarity with the Bible; amiable, 
cordial. He gave his whole personality to the work in hand at 
the time. He was one of the perfect men you meet with now 
and then that himself disclaimed perfection. 

When I first became a member of the Committee I 
was greatly pleased to hear the words of praise lav- 
ished upon Dr. Broadus for his contribution to the 
work of the Lesson Committee. The first series of 
lessons I ever assisted in revising was the list for 1897, 
on the Acts and the Epistles, which had been in great 
measure prepared by Dr. Broadus. So well had his 
work been done that scarcely any changes were sug- 
gested in the lessons for that year. He was greatly 
beloved and respected by all his colleagues. 

THE SECOND LESSON COMMITTEE'S WORK. 

The Second Lesson Committee took warning from 
the experience of the First Committee, in failing to 
make a provisional draft for the entire cycle of seven 
years at the beginning of their work, and so undertook 
to outline a general scheme for the entire series which 
they were to prepare. A provisional scheme for the 
cycle was presented by the London Sunday School 
Union. It was agreed not to adopt as a finality this 
proposed scheme, but to retain it for reference in the 



108 THE INTERNATIONAL LESSON SYSTEM. 

preparation of the cycle of seven years' lessons. Pos- 
sibly for lack of time, the Committee failed to work out 
in detail, at its initial meeting, the scheme for the en- 
tire cycle. They left off after agreeing upon the gen- 
eral outline for the first three years. 

For 1880 the Committee gave the first six months to 
the study of the Gospel by Matthew. In addition to 
selecting a passage for study, with a title for the lesson, 
and a Golden Text, memory verses were also named 
in the lessons. For the second half of 1880 lessons in 
Genesis were provided. The list was forwarded to the 
London Sunday School Union, Drs. Hall and Vincent 
being authorized to make any slight modifications 
which the London brethren might request. 

For 1881 the first half-year was given to studies in 
Luke, and the second half-year to lessons in the Pen- 
tateuch, from Exodus to Deuteronomy inclusive. The 
twelfth lesson in each quarter was reserved for review, 
and the thirteenth for a lesson to be selected by the in- 
dividual Sunday-school. 

For 1882 the entire year was given to the study of 
the Gospel of Mark. As there are only sixteen chap- 
ters in this shortest of the Gospels, it was possible to 
include almost the entire book in the lessons for the 
year. In this year the thirteenth lesson in each quarter 
was reserved for review, or lesson selected by the 
school. 

The Lesson Committee, at their meeting in Chicago, 
October 27, 1880, adopted the following minute in 
regard to committing to memory Mark's Gospel : 



TEE TRIUMPHANT EXPANSION. IQQ 

In adopting the Gospel of Mark for consecutive atudy 
throughout the year 1882, the Committee indulge the hope that 
it will be committed to memory entire in the Sabbath Schools 
which adopt this series of Lessons : Also, that those who pre- 
pare the exposition of the text in the various Sabbath School 
Journals will see fit to make this Gospel the basis of a harmony 
of the life of our Lord. 

For 1883 the first half-year was given to "Studies 
in the Acts of the Apostles," leaving off with the close 
of Paul's First Missionary Journey. The second half- 
year was in the Old Testament, beginning with 
"Joshua, Successor to Moses," and closing with the 
'Death of Saul and Jonathan." The thirteenth lesson 
in each quarter was assigned for review; or mission- 
ary, temperance, or other lesson selected by the school. 

In 1884 the first half-year was given to a continua- 
tion of the ''Studies in the Acts and the Epistles," 
leaving off with A.D. 58, with lessons from Romans. 
Some excellent lessons from the Epistles were inserted 
at the proper place chronologically, in the study of 
Paul's life and labors. Then came 'Three months 
with David and the Psalms," followed by "Three 
months with Solomon and the Books of Wisdom." 

In 1885 the Committee completed in the first half- 
year, "Studies in the Acts and the Epistles." The 
third quarter was given to "Studies in the Kings," 
and the fourth quarter to "Studies in the Kings and 
Prophets," leaving off with Isaiah. 

For 1886 the first quarter was given to a completion 
of the Old Testament history, under the caption of 
"Studies in Jewish History." The second, third, and 



110 THE IXTERNATIOXAL LESSON SYSTEM. 

fourth quarters were given to ** Studies in the Writings 
of John." Toward the close of the series there were 
several lessons from Revelation. 

It is manifest that the Second Lesson Committee, 
in the light of the experience of the First Committe, 
were enabled to prepare a more attractive cycle of 
Bible lessons. 

The Second International Convention at Atlanta in 
1878 having imposed no special limitations on the Les- 
son Committee, the members of that important body 
felt themselves at liberty to devote a whole year to 
the consecutive study of the Gospel of Mark. In the 
report of this Lesson Committee to the Third Inter- 
national Convention at Toronto in 1881, Dr. Randolph 
says: 

In some instances, it will be found that the Lessons almost 
exactly coincide with the Lessons of the former course. In 
other instances they embrace passages which were omitted 
before. To go through both the Old and New Testaments, in 
what seems to be regarded as a suitable time, makes it neces- 
sary to omit many important passages of Scripture. The aim 
of the present Committee is to cover, as far as possible, the gaps 
which could not be avoided in the first course of study.^ 

Dr. Randolph explains that the Second Lesson Com- 
mittee had decided to imitate its predecessor in declin- 
ing to select Lessons on special themes such as Tem- 
perance, Missions, and the Festivals of the Church 
Year; preferring to take such topics as they came in 
consecutive Bible study. He announced that the Com- 
mittee had also decided not to leave the twelfth Sun- 



* Report of the Toronto Conyentlon of 1881, p. 56, 



THE TRIUMPHANT EXPANSION. HI 

day in each quarter without a regular lesson, as pub- 
lishers and others had found the plan unsatisfactory. 

The report thus describes the growth of the Lesson 
System in popularity: 

We note with pleasure the continued favor with which the 
"work of united and International Bible study meets from the 
secular and religious press. Newspapers, which a few years 
ago scarcely deigned to notice Sunday Schools at all, or make 
allusions to the Bible, now not only speak approvingly of our 

work, but every week give expositions of our Lessons Our 

relations with the London Sunday School Union still continue 
to be of the most fraternal character. The use of the Inter- 
national Lessons is on the increase throughout the United King- 
dom, as well as in other parts of the Christian world. 

Mr. F. F. Belsey, in an address before the same 
Toronto Convention of 1881, said: 

Our London Union has pretty well succeeded in introducing 
this International Series throughout the length and breadth of 
the Nonconformist denominations. The great Wesleyan body, 
with 800,000 or 1,000,000 scholars, begins next January to adopt 
your Lessons. They have hitherto used Lessons of their own, 
but they are now going to abandon them and take hold of the 
International Series.^ 

In a series of resolutions of thanks to various indi- 
viduals and bodies passed by the Third International 
Convention occurs the following: 

Finally, to the Committee on the selection of the Interna- 
tional Lessons, appointed in 1878, the present Convention offers 
its cordial thanks and congratulations, in high appreciation of 
the able report now presented by their Secretary, and with 
earnest prayer that they may still be divinely guided in a work 



^ Report of the Third International Convention, p. 61. 



112 THE INTERNATIONAL LESSON SYSTEM. 

of so great responsibility, and may perform it to the end, as 
they are now performing it, with constantly increasing accept- 
ableness to their brethren of so many names. 



That the importance of giving the Sunday-school 
recognition in the course of study in theological insti- 
tutions was already recognized in 1881, the following 
resolution makes plain : 

Whereas, the growing activity of the Church in Sunday 
School work calls more and more loudly for well instructed 
teachers, and 

Whereas, Church members must ever look to the ministers 
to act as leaders in this form of Church progress, therefore, 

Resolved, That in the opinion of this Convention additional 
provision should be made in our Theological Seminaries for 
preparing the rising ministry for efficient Sunday School work.^ 

Dr. Randolph, in his report to the Toronto Conven- 
tion, writes: ''It is noticeable that at least one Theo- 
logical Seminary in the United States, that at Auburn, 
N. Y., now gives special instruction in the exposition 
of these Lessons." 

At the Fourth International Convention in Louis- 
ville in 1884 the Second Lesson Committee made a final 
report of its work. Secretary Randolph gave an ac- 
count of the labors of the Committee, in the course of 
which he said: 

Attendance upon our meetings has each year cost us each 
from four days to a week or more of time. Our traveling has 
been done by day and night and as much solid work has been 
crowded into one day, while together, as most of us think we 
are able to do in two days at home. Our traveling expenses 



Keport of the Third International Convention, p. 161. 



THE TRIUMPHANT EXPANSION. H^ 

and hotel bills have been paid by the publishers of the lessons, 
who, it is to be hoped, receive enough from their publications to 
reimburse ttje outlay.^ 

This plan of collecting from the various Sunday- 
school publishing houses money to defray the expenses 
of the Lesson Committee has been in operation from 
1878 to the present time. A few years ago at least one 
member of the Lesson Committee earnestly urged that 
the expenses ought to be paid by the Treasurer of the 
International Association out of the funds of the Asso- 
ciation. It ought to be said, however, that the pub- 
lishers have generally accepted the assessment made 
by the officers of the International Association, and 
have paid their quota cheerfully. 

Dr. Randolph thus refers to the relations of the Les- 
son Committee with the British brethren : 

For years we have now been in pleasant co-operation with 
the London Sunday-school Union. We have been accustomed 
to submit our selections to them before making our announce- 
ments here at home. That we might as far as possible conform 
to their wishes, we have often modified our work, where no 
principle would be sacrificed, and when we could thus secure 
harmony. It can easily be seen that this harmonising has 
sometimes been a little diflicult, since our communications have 
been by mail or telegraph, with 3,000 miles of ocean between 
ns. But our fraternal relations have been happily preserved, 
and our harmonious action continued. They and we have now 
come to see so much alike, that when our committee submitted 
to them our selections for 1886, after a full examination they 
only asked us to change one lesson in Ezekiel for another in 
Nehemiah. Without a moment's hesitation the request was 
granted. They are looking forward with the greatest pleasure 

1 Report of the Fourth International Convention, p. 50 
9 



114 THE INTERNATIONAL LESSON SYSTEM. 

to co-operation with the new committee to be appointed by this 
convention/ 



At the Louisville Convention of 1884 there was 
much said in favor of Supplemental Lessons in addi- 
tion to the regular Uniform Lesson. Dr. J. L. Hurl- 
but, Mrs. W. F. Crafts and others gave their hearty 
endorsement of the movement to provide systematic 
and connected lessons in Bible history, geography and 
other topics not fully treated in the Lesson System. 
Dr. J. H. Vincent, in an impromptu address, said: 

Aa Chairman of the International Lesson Committee I have 
been in correspondence with workers in all parts of the world. 
I have recently received letters from France and letters from 
Great Britain, pleading for the continuance of our system, with 
this simple request, that we take God's Word, pure and simple, 
and let people find the topics for themselves when they get the 
Word. If we can curb imwise zeal, and put before the Sunday- 
school workers of the world the simple Word of God to study, 
without so much as a comment upon it, we shall be able to 
continue this great work for years to come.^ 

The following resolution was introduced, and after 
some discussion was adopted : 

Resolved, that this Convention recommend the International 
Lesson Committee in making out its next series, to provide tem- 
perance lessons quarterly in its regular course. 

The Third Lesson Committee elected at the Louis- 
ville Convention to serve from 1884 to 1890, and to 
select lessons for the years 1887 to 1893, was composed 



1 Report of the Fourth International Convention, p. 51. 
=* Report of the Fourth International Convention, p. 209. 



MEMBERS OF THE LESSON COMMITTEE 




Isaac Errett. D. D. M. D. Hoge, D. D. J. I. D. Hinds, Ph. D. 

1884-1888 1884-1896 1884-1902 




B. B. Tyler, D. D. 

1890-1908 



J. S. Stahr, Ph. D. 

1890-1908 



J. R. Sampey, LL. D. 

1895 to date 




E. I. Rexford, LL. D. E. B. Kephart, D. D. 

1896 to date 1893-1902 



John R. Pepper 

1896 to date 



TEE TRIUMPHANT EXPANSIONi 115 

of eight men who had served on the Second Committee, 
and six new members. Drs. Vincent, Randolph, Hall, 
Broadus, Cunnyngham, Baugher and Potts and Mr. 
Jacobs were retained on the new Committee. Of the 
six new members four were ministers and two were 
laymen. 

Rev. Moses D. Hoge, D.D., of Richmond, Va., was 
a scholarly and eloquent preacher of the Presbyterian 
Church, who was greatly beloved and highly respected 
by a wide circle of friends and admirers. He served 
on the Lesson Committee for twelve years. 

Rev. D. Berger, D.D., of Dayton, Ohio, was an 
amiable and faithful member of the Committee for 
twelve years; regular in attendance, and always tak- 
ing a lively interest in the work of the Committee. 

Rev. Isaac Errett, D.D., of Cincinnati, Ohio, repre- 
sented the Disciples of Christ, until his death on De- 
cember 19, 1888. Dr. Randolph writes of him: 

He was a well-equipped biblical scholar and a genial Chris- 
tian gentleman. From his appointment till his death he was 
absent but once from a meeting of the Lesson Committee, and 
was then in Europe. He was especially helpful in our work, 
and we greatly missed him when he was called to his reward. 

Chancellor S. H. Blake, of Ontario, was appointed 
as the representative of the Church of England in 
Canada. Mr. Blake was an enthusiastic member of the 
Committee for a term of twelve years, taking the liveli- 
est interest in the details of the work of the Committee. 

Prof. J. I. D. Hinds, Ph.D., a man of marked attain- 
ments in the physical sciences and an educator of high 



116 THE INTERNATIONAL LESSON SYSTEM. 

reputation, remained on the Lesson Committee for 
eighteen years. Dr. Hinds threw himself into the 
work with earnestness, and was ever a member of the 
working force within the body. He was often ap- 
pointed on subcommittees, and gave his valuable time 
to the perfecting of the details of the work. Dr. Hinds 
was the representative of the Cumberland Presbyterian 
Church. 

Rev. A. E. Dunning, D.D., of Boston, in like manner 
served on the Lesson Committee for eighteen years, 
being promoted to the important office of Secretary 
from 1896 to 1902. Bishop Vincent thus describes 
Dr. Dunning: "A Yankee in his aggressiveness; a 
genial, cordial spirit; bright, well educated, vivacious, 
keen, clear-headed." Dr. Dunning is a good Biblical 
scholar, and one of the leading religious editors of 
America. He made an admirable Secretary of the 
Lesson Committee. Since his retirement from the 
Committee he has remained a firm friend of the Inter- 
national Lesson System. 

Five Corresponding Members were also named at 
the Louisville Convention: Mr. F. J. Hartley, Mr. 
W. H. Groser, Rev. C. H. Kelly and Rev. J. Monro 
Gibson, of London, and Pastor Jean Paul Cooke, of 
Paris. 

WORK OF THE THIRD LESSON COMMITTEE. 

The Third Lesson Committee decided to offer three 
optional lessons for the last Sunday in each quarter: 
(i) a Review; (2) a Temperance Lesson; (3) a Mis- 



THE TRIUMPHANT EXPANSION. 117 

sionary Lesson. Although petitions were presented 
by persons who desired that temperance should be 
given right of way for at least one lesson in each quar- 
ter, the Committee adhered to their original plan 
throughout the third cycle of seven years (1887- 1893). 
Dr. Randolph writes thus of the general scheme of 
lessons for the third cycle : 

At our first meeting, which was held in Cincinnati, in April, 
1885, we agreed upon the following plan of study for the seven 
years for which we are to provide : For 1887, six months in Old 
Testament; six months in Matthew. For 1888, six months in 
Matthew ; six months in Old Testament. For 1889, six months 
in Mark; six months in Old Testament For 1890, twelve 
months in Luke. For 1891, nine months in Old Testament; 
three months in John. For 1892, six months in John's Gospel 
and other writings ; six months in Old Testament. For 1893, 
three months in Old Testament ; nine months in the Acts and 
Epistles.^ 

This plan was subsequently modified so as to give 
for each of the years 1891, 1892 and 1893 six months 
in the Old Testament and six months in the New. 

The Third Lesson Committee improved tipon the 
work of its predecessor by providing a year of con- 
secutive study in Matthew and a year of consecutive 
study in Luke. 

During the period from January, 1873, to December, 
1893, the Uniform Lesson System covered the entire 
Bible three times, in cycles of seven years each. From 
1894 until the present time the cycle has been reduced 
to six years. 



Report of the Fifth International Convention, p. 71. 



118 THE lyTERNATIONAL LES80?i SYSTEM. 

A TRIUMPHAL MARCH. 

The period of the Triumphant Expansion of the 
International Lesson System stretches from 1873 to 
about 1890. At each of the triennial conventions from 
1875 to 1887 there was scarcely a murmur of dissent 
from the plan of one uniform lesson for all classes in 
the Sunday-schools throughout the world. Some of 
the Sunday-school leaders in Continental Europe had 
expressed a desire for a shorter cycle, and for more 
lessons from the Gospels. There were, of course, indi- 
viduals here and there who presented requests for 
changes in the plan of lesson selection. But it was re- 
markable that there was so little dissent, and such 
hearty acquiescence in the Uniform Lesson System 
throughout the Sunday-school world. Even the lit- 
urgical churches in many communities introduced the 
International Lessons, notwithstanding the fact that at 
first the Lesson Committee paid no attention whatever 
to the Christian year. 

Beginning with a constituency of about three mil- 
lions in 1873, the International Lesson Committee by 
1890 were selecting lessons for more than ten million 
teachers and pupils. The historian must record the 
inauguration and the growth of the International Uni- 
form Lesson System as one of the greatest co-operative 
movements in the history of Christendom. 



IV. 
THE PERIOD OF GROWING CRITICISM. 

THERE has never been a day since the Uniform 
Lesson System was first inaugurated that there 
were not some persons who criticised the plan of as- 
signing one and the same Scripture selection as the 
lesson for all ages in the Sunday-school. Even in the 
Convention that launched the system in 1872 there 
were ten men who, in the face of the enthusiastic and 
insistent majority, voted against a uniform series. 
Rev. P. S. Evans, a Baptist minister from Connecticut, 
spoke in favor of a series in three grades, because no 
one series uniform for all ages could adjust itself to 
the order of development in the life of the pupil. The 
rapid extension and phenomenal success of the Uni- 
form Lesson System in enlisting old and young alike 
in Bible study, almost silenced, for a long while, criti- 
xism of the principle of uniformity for the whole 
school. 

SOME EARLY OBJECTIONS. 

By 1878 there were enough objections floating in 
the air for Secretary Randolph to give definite shape 
to four: (i) That the lessons were "fragmentary" 
and ''scrappy;" (2) that they left no room for teach- 
ing the "doctrines of the denominations;" (3) that the 
lessons did not give sufficient prominence to "reforms" 

119 



120 THE INTERNATIONAL LESSON SYSTEM. 

and to "missions;" (4) that they were not arranged 
with reference to the ^'church year." The answer to 
the first objection is that the Sunday-school cannot 
claim enough of the pupil's time to go through the 
Bible, with a single brief recitation on Sunday, with- 
out skipping many chapters. Hence it is better to 
select the richest portions and concentrate attention on 
them. To the second and third objections the sufficient 
reply is that the Committee gives the emphasis of the 
Bible itself in the treatment of doctrinal and ethical 
topics. As to following the "church year," the Com- 
mittee adopted the method preferred by the great ma- 
jority of their constituency, being unable to meet the 
wishes of the liturgical and the nonliturgical churches 
in one and the same series of lessons. This policy cost 
the support of the Protestant Episcopal Church in the 
United States, and precluded the winning of the 
Church of England to the Uniform Series. Most of 
the German Reformed and Lutheran schools found a 
way of adapting the International Series to the "Chris- 
tian year," and the Church of England in Canada has 
for about fifteen years pursued the same plan. 

The Second Lesson Committee had fair sailing. It 
was an era of expansion and good-will in the Interna- 
tional Convention. Relations with the officers of the 
London Sunday School Union were exceedingly cor- 
dial, only very slight modifications of the lessons being 
suggested by the British brethren, practically all of 
which were accepted by the subcommittee of the Les- 
son Committee. 

When the Third Lesson Committee held its first 



TEE GROWING CRITICISM. 121 

meeting in Cincinnati, April 15, 1885, there were pre- 
sented memorials asking for the abandonment of les- 
sons from the Old Testament, the preparation of a 
separate series of lessons for the younger classes, etc. 
The cloud on the horizon was not yet any bigger than 
a man's hand. 

THE ENGLISH COMMITTEE ENLARGED. 

During the last meeting of the Third International 
Lesson Committee, held in Buffalo, N. Y., April 8, 
1 89 1, the Committee learned, through a letter from 
Mr. Edward Towers, that the London Sunday School 
Union had appointed, as Corresponding Members of 
the Lesson Committee for the new term, Rev. J. Monro 
Gibson, D.D., Rev. Charles H. Kelly, D.D., Mr. Wm. 
H. Groser, Rev. S. Green, D.D., Prof. Alfred Cave, 
Mr. Edward Towers and Mr. Charles Waters. Mr. 
F. J. Hartley having died, Mr. W. H. Groser was 
made Secretary of the London Committee. The Les- 
son Committee voted its approval of the action of the 
Sunday School Union in enlarging the number of the 
Corresponding Members to seven, and expressed the 
hope that greater unity and progress in the study of 
the Bible throughout the world might be promoted by 
the co-operation of the American Lesson Committee 
and its Corresponding Members. The Secretary was 
instructed to communicate with the English brethren 
in regard to all the actions of the Lesson Committee 
in which they are interested. It was further decided 
that the suggestions of the Corresponding Members 



122 TEE INTERNATIONAL LESSON SYSTEM. 

relative to the Lessons in hand should be considered, 
not, as in the past, by a subcommittee, but by the whole 
Committee, at their meeting in New York in the fol- 
lowing November. This method of work was followed 
by the Lesson Committee until 1908. 

SEVERE CRITICISM OF THE INTERNATIONAL SYSTEM. 

About 1890 there began to grow up in New England 
rather severe criticism of the Uniform Lessons. Prof. 
W. R. Harper, then in Yale University, was preaching 
the advantages of the Inductive Method in Bible study, 
and winning converts by his enthusiasm and skill in 
presenting, in popular lectures, inductive studies of 
books and of periods. One of Dr. Harper's most en- 
thusiastic followers was the Rev. Erastus Blakeslee. 
A brief sketch of his career may help us to understand 
his work. 

SKETCH OF BLAKESLEE AND HIS WORK. 

When President Lincoln called for volunteers in 
1 86 1, young Blakeslee was in the Sophomore class at 
Yale. He at once enlisted as a private soldier in a 
regiment of cavalry, but was soon made Second Lieu- 
tenant, and rose during the course of the war to Brevet- 
Brigadier General of Volunteers. He was twice pro- 
moted for gallantry on the field of battle. 

It had been young Blakeslee's purpose to study for 
the ministry; but this plan was laid aside until 1876. 
Finally, at the age of thirty-eight, he decided to enter 
Andover Theological Seminary, from which he was 



THE GROWING CRITICISM. 123 

graduated in 1879, ^^ the age of forty-one. While 
serving as pastor of a Congregational church in New 
England, he took great interest in Sunday-school work, 
ard taking the International Uniform Lesson sought to 
teach it to his people. His inventive mind soon de- 
vised a course of supplemental study to unify the im- 
pression of the detached lessons, and give a wider range 
to the instruction. About this time, in the late eighties, 
he came into touch with Professor W. R. Harper, then 
in Yale University, and became enamored of the In- 
ductive Method as applied to the study of the Bible. 
Once persuaded of its superiority to the current meth- 
ods employed by persons using the International Uni- 
form Lesson, Mr. Blakeslee resolved to displace the old 
method by the new and more scientific process. Fail- 
ing to convince the International leaders of the su- 
periority of his method to that in general use, he boldly 
struck out, with little financial backing, to make a series 
of his own. The pastor resigned his office to become 
the apostle of Inductive and Graded Bible Study. 
Several times Mr. Blakeslee faced financial bankruptcy; 
but he was first a soldier and then an editor, and so he 
fought courageously and stubbornly until the business 
of the Bible Study Union was put on a more substan- 
tial basis. 

At first the publishers of the International lesson 
periodicals laughed at the Blakeslee movement; but 
later on some of the Eastern publishing houses had to 
take Mr. Blakeslee somewhat more seriously, when he 
began to capture some of the larger Sunday-schools in 
New England and New York. He soon became known 



124 THE lyTERNATIONAL LESSON SYSTEM. 

as a skillful advertiser and a bold competitor. While 
the International forces were traversing difficult por- 
tions of the Old Testament, Mr. Blakeslee would issue 
a new and attractive series on the Life of Christ ; and 
when the International lessons were in the New Testa- 
ment, the Bible Study Union periodicals were pointing 
to the comparative neglect of the Old Testament proph- 
ets and sages and the wonderful adaptability of their 
messages to the social conditions in modern times. 

Mr. Blakeslee succeeded in rallying to his standard 
many of the leading pastors, editors, and teachers in 
colleges and universities who for one reason or an- 
other preferred some change in current methods in 
Sunday-school teaching. The secular press also gave 
him aid and comfort. 

DR. PELOUBET's attitude AND VIEWS. 

What, then, was the attitude of the leaders who had 
helped to make the International Uniform Lesson the 
one lesson for the overwhelming majority of Sunday- 
schools around the globe? Perhaps their attitude and 
thought could not be more felicitously expressed than 
it was by Dr. F. N. Peloubet, author of a justly popular 
annual on the International Lessons for many years, 
in an address at the First World's Convention in Lon- 
don in 1889. His subject was 'The Published Lesson 
Helps of America." We quote at length this notable 
deliverance : 

Again, the Lesson Helps fulfil a naission in connection with 
the International System which is often overlooked by the critic. 



THE GROWING CRITICISM. 125 

They supply a remedy for certain defects which seem to inhere 
almost in its very nature. 

The discord with the church year may be turned into har- 
mony by a careful arrangement of the helps. This has been 
done to some extent, but the few measures may easily grow 
into an anthem, and all the liturgical churches may join in the 
chorus. 

Another difficulty is thus expressed by a critic : "The distinc- 
tions of age and capacity in the scholars are not recognized in 
the present system. The same lesson is intended for infant, 
youth, and adult. This does violence to the law of natural 
progress, and development. Paul wisely gave some milk, and 
others meat; but we feed all alike and hope to strike an 
average." 

"We would not countenance this method of the same lesson 
for all the grades of scholars in our public schools. We may 
take the system in vogue in our common schools as the most 
practical and successful. There we find graduation of study to 
the capacity of the scholar. A system of gradual advance." 

The trouble with this critic is, that he has "an acute attack 
of inadequate information." He forgets that there are two 
methods of grading lessons, each with its own peculiar 
advantages.^ 

Dr. Peloubet calls attention to the fact that the Inter- 
national System is not one of graded lesson texts, but 
of graded helps : 

Not of selecting from the Scriptures those portions which are 
adapted to each grade of scholars, but of selecting from the 
same portions those truths and aspects of truth which are 
adapted to the various grades. 

As in God's works we find in every part something adapted 
to the child, and to the learned in their lore, something for the 
older and more educated, and some things also so mysterious 
and far-reaching that even a Tyndall or a Huxley, or a Drum- 
mond stands but upon the shore of its limitless sea ; so in every 



^ The World's First Sunday Sehool Convention, p. 142. 



126 TEE INTERNATIONAL LESSON SYSTEM. 

portion of God's Word, in every great truth, in every doctrine of 
salvation, there are things the little child can know and use, 
and feed upon, and things of which the oldest and most learned 
cannot fathom the meaning and power. 

Dr. Peloubet shows that it is not the International 
Committee, but rather the pubHshed lesson helps, that 
make the adaptation : 

The new beatitude of science, "Blessed are the fit, for they 
shall inherit the earth," is true of lesson helps, and they are 
inheriting the earth, because their grading is almost as complete, 
and largely of the same kind, as the grading of our books for 
the secular schools. There are almost universally from three to 
six grades of helps prepared for the scholars, besides the teach- 
er's helps which are frequently used by the adult scholars. 
From these they range down to the charming little coloured 
cards with pictures and questions about the lesson for the little 
ones that cannot read for themselves. 

The helps for teachers, too, are widely graded. There are 
papers devoted to the superintendent. There are learned articles 
from the greatest English, French, and German biblical scholars, 
and monographs from the leading Americans ; there are simpler 
helps for the busy and the less educated. There are helps of 
great variety for the primary teachers, showing the best methods 
of teaching each lesson. There are coloured pictures large 
enough to be seen by the whole primary school, with reduced 
copies that the children can carry home in their pockets. There 
are helps for the normal training of teachers and various sum- 
maries of Scripture history and doctrine to be used as supple- 
mental lessons. It is in these latter directions that in the near 
future there is to be a new development and impetus in Sabbath 
school progress in America. 

Dr. Peloubet next shows that the lesson helps ought 
to promote the continuity and unity of the Interna- 
tional Series. He continues: 

One of the most frequent objections brought against the 
system is thus voiced by one writer: "The successive lessons 



THE GROWING CRITICISM. 127 

lack continuity of purpose or thought." "There is neither 
historical nor doctrinal unity or progression," "The objection 
is not against the value of these topics, but against the irregular, 
irrational, and seemingly haphazard method in which they 
follow each other. The laws of association, so necessary for 
reproduction, are ignored." This is another "attack of inad- 
equate information." Partly the charge is a mistaken one ; for 
the lessons are selected points in a line of natural historical 
sequence, a more unbroken line than that followed in the 
arrangement of books in our Bibles. Partly, the criticism 
arises from the necessary imperfection of all systems, which is 
yet less prominent in this than in any other that has yet pre- 
vailed in America. For to traverse every point in Bible history, 
from the Garden of Eden in Genesis to the city descending out 
of heaven in the Revelation, would be possible only in an ante- 
diluvian Sunday School, with young Methuselahs for pupils. 

The same objection lies against our railway system of travel 
in which we pass swiftly over large spaces of country, with only 
an occasional stop here and there to study more fully the place 
and the people. It is superficial, of course. It is not a good 
way for a geologist, but it is the only possible way for most 
people, who must either study a small section thoroughly or the 
best points of a broad land. And this latter method is so much 
better for most people, that even your greatly admired and fas- 
cinating Mr. Ruskin can as easily "dam the Nile with bulrushes" 
as bring the lofty genie of modern railway travel again within 
its little narrow box of the old stage coach, delightful as that 
is for some to-day. 

Now the lesson helps of the better class (and that includes 
the larger portion of them) almost completely annihilate this 
objection. They take the Sunday School on a seven-years' rail- 
way ride through the Bible country, glancing at every part, but 
stopping only at the principal stations of interest for outlook 
and exploration. They do for the lessons what the mathemati- 
cians do for a country they would survey, making the hill tops 
into stations and triangulating the whole region. From the 
watch-tower of each selected lesson, the true lesson help glances 
backward and forward, calling attention to the whole line of the 
history, but dwelling only on the important parts. It is this 
which difeereutiates the lesson help from the ordinary com- 



128 THE IXTERNATIOXAL LESSON SYSTEM. 

mentary. It makes the selected passage a center, a mount of 
vision, dwelling tliere, but showing its relation to all the rest.^ 



EUROPEAN CRITICISM. 

The Report of the Lesson Committee, made at the 
Sixth International Convention in Pittsburgh, June 25, 
1890, gives a full account of the objections to the In- 
ternational Lesson System on the part of our brethren 
in Europe. Perhaps a more distinct impression can 
be made by quoting at some length from Dr. Ran- 
dolph's report: 

Christians in other parts of the world are generally willing 
to give the palm for excellence to the Sunday-schools in Amer- 
ica. For the last eighteen years a large part of the Sunday- 
school world has been united with us in Bible study. Our 
brethren on the continent of Europe have difficulties to contend 
with of which we know but little. They have long found it 
hard, so they say, to keep step to our music. More than a year 
ago we had intimations that France and Switzerland, and pos- 
sibly Belgium, would give up the effort. From England, too, 
there came murmurs of discontent. When the World's Sunday- 
school Convention met in London, in July last, the chances 
seemed about even between the preservation and the disruption 
of the international lesson system. With great anxiety as to 
what might be the issue the lesson committee had decided that 
it was important for as many of its members as possible to 
attend that convention in the hope of allaying apprehensions 
and of harmonizing differences. Only three members of the 
committee, however, were able to go, viz. : Dr. Hall, Mr. Jacobs, 
and the secretary. Delegates from France and Switzerland 
were present, and with the utmost frankness stated their diffi- 
culties. Briefly these may be summarized as follows : 1. The 
seven years course they think too long. In France and Switzer- 
land children generally leave Sunday-school at thirteen, and 



The World's First Sunday School Convention, p. 144. 



TEE GROWIXO CRITICISM. ^29 

then begin under the direction of their pastors, a course of study 
ag catechumens to fit them for confirmation. 2. They find the 
alternations between the Old and the New Testaments every six 
months confusing, and would prefer that such changes should 
not be made oftener than once a year. 3. Our lessons are 
often too .difficult for the class of scholars which they generally 
have. As the result of these views, the Sunday-school Union of 
France had withdrawn from us andl had adopted a lesson 
scheme of their own, and the Swiss Union was meditating 
withdrawal also. One of the French delegates said that our 
lesson plan is "for English spealving people, about perfect," but 
not for them. A Swiss delegate, in expressing regret at the 
possibility of their being separated from us, said in his charm- 
ing way of putting his thought into English, "It is like a little 
brother who cannot walk so fast, asking a big brother to 
slacken his pace, so that they may walk together." And a 
French delegate after saying, "We have decided to diverge from 
you as little as possible, and to make in our arrangements all 
possible concessions to your plans and methods," added, "and 
we hope the time will come when with consideration on the 
part of the strong for the wants of the feeble, and with some 
progress on our side, our continental appetite, which for the 
present needs milk, and even milk and water, will be sufficient 
to assimilate the substantial food you serve up so plentifully 
and so generously on your international table." 

We have been recently informed that many Sunday-schools 
in France will continue to use our lessons, and we anticipate 
the time when the international lessons will be in general use 
throughout the French Republic. 

THE INTERNATIONAL LESSON SYSTEM IN ENGLAND. 

We found our English brethren sympathizing to some extent 
with the views from the continent, but not at all disposed to 
break their connection with us. We had a full and free con- 
ference with several of the more influential members of the 
London Sunday-school Union, and with the secretary of the 
Wesleyan Sunday-school Union. We found them desirous: 1. 
Of a short course ; 2. Of more narrative and less didactic les- 
sons ; 3. Of a distinct recognition of the church year, and in 
10 



130 THE INTERNATIONAL LESSON SYSTEM. 

one instance; 4. Of a system of graded lessons, in which the 
fiame subjects shall be considered, but with different scriptural 
selections, chosen, first for the primary classes, and then for 
more advanced classes. The conference was a long and ani- 
mated one, and according to English custom, was soothed by a 
cup of tea. We agreed to use our influence with you to have 
the future course of study cover six years instead of seven — 
though if you go through the Bible in that time it will give 
renewed occasion for the critics to ring the changes on "the 
hop-skip-and-jump-method," or, as one gentleman has put it in 
shortened form, "the kangaroo method." We also promised to 
do what we can in the matter of narrative lessons. As to a 
special recognition of the church year, so called, we showed 
them that while some of our number would prefer to recognize 
it, others would not be willing, and that large numbers of our 
constituents here in the United States would not approve such 
recognition. The brethren before whom we laid these facts, 
readily granted the wisdom of the course pursued, agreeing 
with us that where concessions must be made, the demands of 
conscience should be recognized rather than those of preference. 
After viewing the matter in the light thus thrown upon it, they 
agreed with us that it would not be right to grieve and alienate 
large numbers of our warmest friends to gratify even large 
numbers of others. They saw this the more clearly as we 
pointed out to them the fact that those who choose can easily 
substitute for ours a lesson specially adapted to their wishes, 
two or three times a year. The plan of having simpler and 
more advanced scripture selections, teaching the same funda- 
mental truths for different grades of scholars, did not meet with 
enough favor to be advocated by any one except the gentleman 
that proposed it, and he said with him it was "not a thought- 
out plan," but just mentioned "to show there is room for consid- 
eration." The result of our conference with our brethren in 
London was re-assuring in the highest degree. Probably they 
were never so thoroughly in accord with us, or so hearty in 
support of the international lesson system as when we left them. 

THE PLAN PURSUED. 

By this conference in London, as well as by many suggestions 
made on this side the sea, we have been led to examine other 



THE GROWING CRITICISM. 131 

plang of Bible study than the one we have been so long pursu- 
ing. Fortunately there is no discussion among us as to what 
we shall study — the only question to be considered is how shall 
we study. In our secular schools there is a constantly recurring 
question as to the best text-books to be used. No such question 
disturbs us in the Sunday-school. Though in so-called Sunday- 
schools there have been instances in which works like the con- 
stitution of the United States, for example, have been studied; 
in the Sunday-schools represented in this convention, there is 
but one text-book — that is, the Bible — of all text-books at once 
the oldest and better than the latest, and to the end of time 
always to be the best. 

But it is very manifest that there are methods of studying the 
Scriptures which for certain persons are preferable to the 
method pursued by the international system. Such are the 
historic or chronological method, the critical, the doctrinal, 
the scientific, the inductive, the constructive, and so on. 
That each of these may render special and most important 
service in unfolding the Word of God there can be no doubt. 
That any of them can be more helpful to the average Sunday- 
Bchool scholar than the plan which the International Sunday- 
school Convention has instituted, and has so long adhered to, is 
yet to be demonstrated, and we may be permitted to say, de- 
mands a doubt. It is the average Sunday-school scholar which 
your committee have had in mind, and taking him by the hand, 
we have endeavored to lead him on, showing him, as he and we 
have been able, the truth in this Book of books, as Grod himself 
has given it. Our aim, from first to last, has been to "make our 
scholars know the Bible as a book, and to study it as we find it.^ 



PERSONNEL OF THE FOURTH LESSON COMMITTEE 
(189O-1896). 

The Fourth Lesson Committee was almost identical 
with the Third, thirteen of the fourteen members of 
the earHer Committee being appointed on the Fourth. 

1 sixth International Convention, pp. 99-XOl. 



132 TEE INTERyATIONAL LESSON 8Y8TEM. 

Rev. B. B. Tyler, D.D., was named as the repre- 
sentative of the Disciples, in place of Rev. Isaac Errett, 
who had died December 19, 1888. Professor Hinds 
thus described the new representative of the Disciple 
or Christian brotherhood: ''Rev. B. B. Tyler, D.D., 
with his genial humor, his courteous spirit, his brotherly 
love for all denominations, his apt suggestions, and 
sense of fitness, is one of the most delightful and useful 
members of the committee." Dr. Tyler has served as 
pastor in Louisville, New York and Denver. After 
having remained on the Lesson Committee for eighteen 
years, Dr. Tyler asked the Nominating Committee of 
the Louisville Convention in 1908 to name a younger 
man in his place. He is one of the most lovable men 
in all the world. 

A fifteenth member was added to the Lesson Com- 
mittee in 1890, as a representative of the German Re- 
formed Church. Of the new member Dr. Hinds says : 
''Rev. J. S. Stahr, D.D., of Lancaster, Pa., is a teacher, 
a careful student, progressive, yet conservative, of fine 
spirit, and a man in whose hands one always feels safe. 
He gives devoted and valuable service to the com- 
mittee." Dr. Stahr also voluntarily retired from the 
Lesson Committee in June, 1908. 

The Fourth International Lesson Committee met in 
Buffalo, N. Y., in April, 1891. Bishop Vincent was 
chosen as Chairman and Dr. Randolph as Secretary. 

It was voted to invite the writers of Lesson Helps 
to be present at the meeting of the Committee ap- 
pointed to be held November 11, 1 891, to lay before the 
Committee such statements as they might wish to 



TEE GROWING CRITICISM. I33 

make. The Minutes of the Lesson Committee for 
April 8, 1 89 1, state, ''It was also agreed to limit this 
invitation to Editors in co-operation with us." Thus 
Mr. Blakeslee was not invited. 

FIRST CONFERENCE WITH LESSON WRITERS. 

At its meeting, New York, November 11, 1 891, the 
Fourth Lesson Committee met in conference with a 
group of lesson writers representing some of the larger 
publishing houses. Dr. Hazard, in the Pilgrim Teacher 
for January, 1892, thus describes this first formal con- 
ference of the Lesson Committee with writers of the 
lesson helps : 

The meeting of the lesson writers with the International 
Lesson Committee was as satisfactory as could be desired. The 
Lesson Committee were perfectly open to suggestions and were 
even anxious to receive light upon the question of making their 
selections more serviceable to the Sunday-schools. There was 
nothing of the "we-know-it-all" air that some have imputed to 
them. The members of the Committee impressed the lesson 
writers as godly men, earnestly desirous to discharge their duty 
in the most efficient way, and as being well qualified for the 
work deputed to them. The reception given to the lesson writers 
and to their recommendations made such a grateful impression 
upon them that they camel away thoroughly confident in the 
wisdom of the Committee and assured that all will be done that 
is really practical to make the fourth lesson course better than 
the previous ones. 

Previous to going before the Lesson Committee the lesson 
writers held an informal conference among themselves, the 
following-named persons being present: Drs. Freeman and 
Doherty, representing the Methodist lesson publications ; Dr. 
Peloubet and Mr. Wilde, the Peloubet Series ; Dr. Rice, the helps 
of the American Sunday-school Union ; Dr. Blackall and Mrs. 
Kennedy, the helps of the Baptist Publication Society; Dr. 



134 THE INTERNATIONAL LESSON SYSTEM. 

Schauffler, who writes for The Sunday School Times, and the 
editor of the Pilgrim Series. The conference disclosed the fact 
that the writers were all agreed as to making the following 
recommendations: — 1. Shorter lessons, so that the lesson text 
shall not occupy a disproportionate space in the quarterlies. 
2. The placing of the review lesson always at the end of the 
quarter. 3. Greater consideration in the selection of the lessons 
for the less advanced pupils. 4. The avoidance of lessons which 
are repetitious as to thought with others which recently have 
been used. 5. The selection of Golden Texts with reference to 
their being thoroughly worthy of being committed to memory. 
A suggestion that the lesson writers urge the Lesson Committee 
to give the schools a chronological study of the life of Christ 
failed by one vote only of being unanimous. 

The Lesson Committee listened patiently not only to the 
matters upon which the lesson writers were all agreed, but also 
to the presentation of individual views. Questions were freely 
asked by its members of each one, the purpose of which was to 
discover everything which might aid them in their task. After 
the conference was over, and the Lesson Committee was by 
itself, all of the united recommendations of the lesson writers 
were adopted, and it was decided, also, in accordance with the 
desire of the majority, to present a year's chronological study 
of the life of Christ. 

It will be seen, therefore, that those have been a little prema- 
ture who have brought out new lesson systems upon the assump- 
tion that there could be no progress made through the Interna- 
tional Lesson Committee. Never were men more willing to 
receive light than they are. The new systems make their appeal 
mainly on a chronological study of the life of Christ. The 
willingness of the Committee to adopt this plan for a year shows 
how unnecessary is the revolt that some have made against the 
International Lesson System. 

In connection with the work of the Fourth Lesson 
Committee (1890-1896) we note the enlarging influ- 
ence of the Corresponding Members or the Associate 
Committee in Great Britain. The criticisms from Eng- 
land and from other countries since 1891 have always 



THE GROWING CRITICISM. I35 

been considered in the open session of the full Amer- 
ican Committee before new lesson lists have been 
issued. 

In March, 1892, the Lesson Committee decided to 
place the lessons from the Gospels in the first six 
months of the year, in order to relieve the denomina- 
tions that observed the ''Christian Year," by putting 
the birth of Christ at the beginning of the year, and 
not bringing his death near Christmas. 

THE CRITICAL SPIRIT RAMPANT. 

The practical problems thrust upon the attention of 
the Lesson Committee by the growing spirit of criti- 
cism at home and abroad were many and exceedingly 
difficult. The critical spirit was strong in America in 
the early nineties. Our theological seminaries were 
many of them more absorbed in questions of the com- 
position, authorship and date of the various books of 
the Old Testament than they wevQ in learning what 
the Bible really teaches. Higher Criticism was in the 
air ; and the spirit of searching criticism was turned on 
everything that was esteemed sacred. Iconoclasm was 
the order of the day. The storm broke over the heads 
of the Lesson Committee. Men who had declared their 
independence from the authority of Moses and David 
and Isaiah, and were raising questions as to Paul and 
John, if not of Jesus, were in no mood to accept with- 
out question lessons offered for study by a committee 
composed largely of Doctors of Divinity who were 
known to be quite conservative on questions of Higher 



136 TEE INTERXATIOXAL LESSON SYSTEM, 

Criticism. It was thought possible by some of the 
more advanced critics that the International leaders 
might be induced by vigorous attack to seek the co- 
operation of some of the younger liberal scholars in 
constructing the lesson schemes. 

INDEPENDENT LESSON SCHEMES. 

The demand for a new order of Bible study found 
expression in denominational conventions here and 
there. Dr. Blackall, of the American Baptist Publica- 
tion Society, to meet the demand in his constituency, 
issued the Inductive Bible Lesson Quarterly, during 
1893, ^^i^der the joint editorship of Rev. W. G. Fen- 
nell, Prof. P. A. Nordell, D.D., and Prof. H. H. Har- 
ris, LL.D. It is said that the Inductive Quarterly had 
a circulation of from twenty to twenty-five thousand. 

It should be understood that Dr. Blackall's series 
kept in close touch with the International Uniform 
Lesson; usually the shorter lesson assigned by the 
International Committee formed a part of the passage 
studied on a given Sunday, and the International 
Golden Texts were retained; but the effort was made 
to cover all the material of the books and periods from 
which the Uniform Lessons were selected. Scientific 
thoroughness was the aim of the promoters of the In- 
ductive Method in Bible Study, as opposed to the hom- 
ily on a brief passage. 

While schools using the International Series in 1893 
were trying to enlist attention to the later Old Testa- 
ment history and to didactic lessons from the Wisdom 



THE GROWING CRITICISM. I37 

literature, Mr. Blakeslee was advertising an attractive 
series on the Life of Christ. The Lesson Committee 
was put on the defensive before the pubHc. 

The report of Secretary Randolph at the Interna- 
tional Convention in St. Louis, in 1893, v^as an apology 
for the Lesson Committee, which reveals a considerable 
degree of excitement and irritation, in the face of in- 
considerate and unsparing criticism. It was a crisis in 
the history of the International work. 

THE ST. LOUIS CONVENTION ENDORSES THE UNIFORM 
SYSTEM. 

Right nobly did the representatives from the States 
and Provinces respond to the call of the hour. Sink- 
ing their own personal preferences for certain modifi- 
cations in the system, they rallied as one man to the 
support of the Committee and gave them words of 
commendation that must have been a salve to any 
wounds made by the critics. 

Even the Primary teachers, under the lead of Mr.< 
Israel P. Black and Mrs. M. G. Kennedy, declined to 
ask for a separate lesson for the little ones, but asked 
for a continuance of the Uniform Lesson. At a con- 
ference in the Second Presbyterian Church, St. Louis, 
the following resolution was unanimously adopted by 
them: 

Whereas, The international lesson system is a bond of 
Christian union, not only in the world around us, but also be- 
tween members of the home circle in Bible study ; and 

Whereas, Experience has proven that the international les- 
eons are susceptible of being adapted to young children by suit- 
able methods of teaching ; therefore, 



138 THE INTERNATIONAL LESSON SYSTEM. 

Resolved, That as a company of primary teachers we ear- 
nestly desire the continuance of this plan, confident that the 
international lesson committee will carefully consider the little 
children in the selection of the lesson material.^ 



The Convention expressed its confidence in the Les- 
son Committee by practically releasing them from in- 
structions as to the mode of selecting the lessons. The 
sentiment of loyalty to the International System was 
so strong among the rank and file of the Sunday-school 
army that its critics soon saw that their battle for an 
immediate revolution in the Lesson System was doomed 
to failure. They could not hope to enlist the great de- 
nominational publishing houses nor frighten the lead- 
ers of the International forces into compromise, much 
less surrender. 

In the Pilgrim Teacher for May, 1896, Dr. M. C. 
Hazard gave a delightful sketch of the history of the 
International Sunday School Convention, in the course 
of which he referred to the St. Louis Convention of 
11893 as follows: 

The International Lesson System had not escaped criticism. 
Occasionally that criticism had been quite severe. Other sys- 
tems of lessons had been started with the thought of supplanting 
it. It was in the air that at St. Louis the International Course 
would be boldly attacked, and that the convention would be 
found to be divided. After the report of the Lesson Committee 
opportunity was given for a full expression of opinion. While 
on the part of one speaker there was frank criticism of the 
method pursued by the Lesson Committee, there was not a single 
voice defiantly raised against the system as a whole. The 
speaker referred to declared his loyalty to the system, while 



1 Seventh International Convention, p. 244. 



TEE GROWING CRITICISM. 139 

others spoke fervidly in praise of all that it had accomplished. 
The convention could hardly wait for the speakers to get through 
in order to give the International System its endorsement. For 
a few moments feeling was like that which was manifest when 
the question of adopting the uniform lessons was up before the 
convention at Indianapolis. The approval was overwhelming. 
The current was all running one way, a Niagara in strength. 
The result was a conviction in the mind of the writer that the 
desire for uniformity is still so strong that no other system of 
lessons can successfully compete with the International Series, 
even if it should be considerably better. Uniformity in study 
binds the Sunday-school workers of the different denominations 
together in a tie of brotherhood which to them is very precious. 
They will resent any effort to break it. Call it sentiment, if you 
will, but it is a sentiment which is as resistless as an avalanche. 
It is one of the indications that mark the beginning of the ful- 
fillment of the Saviour's prayer, that all his disciples may be 
one, even as he and the Father are one. By attempting to sub- 
stitute something else for this uniformity of study no one can 
benefit the Sunday-school cause so much as he would injure it. 



COMMUNICATION FROM THE BRITISH UNIONS. 

The Lesson Committee at its meeting in St. Louis, 
September 6, 1893, received a copy of the following 
resolution adopted at the conference of British Sunday- 
School Unions : 

That this Conference of Representatives of British Sunday 
School Unions begs to assure the International Lesson Commit- 
tee of its warm appreciation of their past efforts, and its grateful 
recognition of the helpfulness of their work, and would respect- 
fully ask their attention to the following suggestions : 

(a) That for the Infant Department a special course of 
Bimple lessons, extending over, say, two years, on Elementary 
Bible Teaching, and more especially upon the life and work of 
our Lord Jesus Christ, should be published as a preparatory 
series to the regular International Lessons. 



140 THE lyTERNATIONAL LESSON SYSTEM. 

(b) That where some didactic doctrinal passage of Scripture 
forms the lesson for the day, some illustrative passage, for the 
benefit of teachers of junior classes, should be linked therewith, 
so that the two passages may be studied together whenever it 
may be helpful or useful. 

(c) That, so far as may seem desirable, no further effort 
should be made for the provision of lessons on special subjects, 
but that these subjects should be taught from time to time, as 
they fairly arise in the course of Bible study. 

The Lesson Committee were debarred from con- 
sidering the first section of the resolution, by the de- 
cision of the International Convention meeting at the 
same time in St. Louis, to stand by the plan of one 
Uniform Lesson for the entire school. The Commit- 
tee expressed itself as in full sympathy with the second 
section and placed the third on record for further con- 
sideration. 



THE LESSON COMMITTEE MAKING IMPROVEMENTS. 

The Lesson Committee at its meeting in Boston, 
December 6, 1893, voted to issue a circular inviting 
suggestions from the various organizations and Chris- 
tian friends interested in Sunday-school work with ref- 
erence to the best methods of promoting the usefulness 
of the International Lesson System. At this session 
of the Committee Dr. Broadus was requested to ex- 
amine the lessons already agreed upon for 1894 and 
1895, and to suggest such additional readings as would 
give fuller views on the subjects to be studied. From 
this time on the Lesson Committee have not only se- 
lected Scripture passages, titles, Golden Texts, and 



THE GROWING CRITICISM. 141 

Memory Verses, but have also indicated many con- 
nective and parallel readings. Thus the labors of the 
Committee have been enlarged with the passing years. 

AN IMPORTANT DECLARATION. 

From the circular issued by the Committee December 
7, 1893, we quote the following: 

From time to time suggestions have been made to the Com- 
mittee on various subjects, such as the following, viz. : 

a Separate Lessons for Primary Classes. 

b Lessons for Adult or University Classes. 

c Longer or Shorter Scripture Selections. 

d Graded Lessons. 

e The adaptation of the Lessons to the Christian or Church 
Year. 

f Temperance Lessons. 

g Missionary Lessons. 

h Particular Lessons on other subjects. 

i A course of Supplemental Lessons. 

j Lessons not in the Bible, but about the Bible. 

Two considerations must be kept in mind : 

FIRST. That the object sought by the Lesson Committee is 
to exalt God's Word and to unite all Christians in all parts of 
the World, in the study of the same portion of the Sacred 
Scriptures. 

SECOND. To present a scheme of lessons fitted for general 
Sunday School work for all, without note or comment, leaving 
it to the Commentators and Expositors to explain, expound and 
illustrate. 

Any system of teaching may be applied to the Lessons selected 
— the Inductive, the Socratic, or any other Scientific Method. 
The selection and use of these methods belong to the Lesson 
Writers and Teachers, and many Sunday Schools using the 
International Lessons have for years, under the graded system, 
employed such methods. 



142 THE IXTERNATIONAL LESSON SYSTEM. 

With the selection of the Lessons, the Memory Verses and 
the Golden Texts, the duty of the Committee ends, and the work 
of preparing the Lesson Helps begins. 



ANOTHER IMPORTANT CONFERENCE. 

The Secretary of the Committee forwarded an in- 
vitation to certain organizations to meet the Lesson 
Committee in conference at the meeting to be held in 
Philadelphia on the 14th of March, 1894. This re- 
quest was forwarded to the Correspondence Lesson 
Committee in London, to the publishers of Lesson 
Helps in co-operation with the International Commit- 
tee, to the American Institute of Sacred Literature, 
and to the International Primary Teachers Union, as 
well as to the weekly religious press, the International 
Executive Committee, and the officers of the various 
State Sunday School Associations. 

On March 14, 1894, a considerable body of repre- 
sentative Sunday-school specialists met the Lesson 
Committee in conference in Philadelphia. There were 
present Professor Sanders, of the American Institute 
of Sacred Literature; Rev. E. W. Rice, D.D., of the 
American Sunday School Union; Dr. Charles Albert, 
of the Lutheran Publication Society; Dr. Hazard, of 
the Congregational Publication Society; Rev. Mr. 
Ebert, of the Reformed Church; Mr. D. C. Cook; Dr. 
C. R. Blackall, of the American Baptist Publication 
Society; Mr. Israel P. Black and Mrs. Crafts, of the 
Primary Teachers Union, and Mrs. M. G. Kennedy 
and Mr. W. N. Hartshorn. Many persons who could 
not attend sent letters expressing their views. Dr. 



THE GROWING CRITICISM. 143 

Blackall advocated a Graded Series. Mr. Black pre- 
sented resolutions from the Primary Teachers Union 
asking for a separate Primary Course of lessons. Mrs. 
Crafts, President of the Primary Union, spoke against 
the separate course ; Mrs. Kennedy and Mr. Hartshorn 
advocated it. 

MARKS OF PROGRESS. 

After a full discussion it w^as agreed to select a 
separate course of Primary lessons, to begin with 
1896, it being understood that the use of such separate 
course should be left to the option of the publishers and 
the schools. It was resolved that a Committee of three 
be appointed to confer with the International Primary 
Teachers Union, with lesson publishers who have sepa- 
rate primary lesson courses, with the Correspondence 
Committee in London, and such others as they may 
select, to secure outlines of a Primary Course, to be 
submitted to the Lesson Committee, to assist them in 
making up a separate Primary Course. The sub- 
committee was composed of Mr. Jacobs, Professor 
Hinds, and Dr. Randolph. It was also agreed that 
in the Uniform Lessons for 1896, and thereafter, a 
longer lesson than had been usual should be indicated, 
and its topic so stated, when practicable, as to cover 
the entire lesson, and to show the historical connection 
and progress. A certain portion of the lesson was to 
be marked as ^'selected verses," which might be printed 
in lesson helps, when the publishers so desired, and 
could be the sole lesson for those who preferred short 
lessons. 



144 THE INTERNATIONAL LESSON SYSTEM. 

It was also voted that a subcommittee consisting of 
Drs. Broadus, Dunning and Randolph be appointed 
to prepare a scheme of lessons for 1897, to be used at 
the next meeting of the Committee, to expedite the 
selection of lessons. From 1894 until the present time 
this policy of appointing a subcommittee to prepare 
a provisional draft for the use of the General Com- 
mittee has been followed. The plan has greatly re- 
lieved the strain on the members during the annual 
meeting of the General Committee. Consecutive Bible 
study made great progress during the term of the 
Fourth Lesson Committee. Practically all the mem- 
bers were old hands at the business. 

CLOSING LABORS OF DR. BROADUS. 

At the meeting of the Committee in New York, 
October 31, 1894, Dr. Broadus presented for the sub- 
committee a scheme of lessons entitled, ^'Studies in the 
Acts and the Epistles," which was revised by the Com- 
mittee and issued in the fall of 1895, after the death 
of Dr. Broadus. All in all, it is the most scholarly 
lesson list that had ever been issued by the Committee. 
The following resolution was offered by Chancellor 
Blake, of Toronto, and unanimously adopted : 

Resolved, That the grateful thanks of the Committee be 
tendered to Dr. Broadus for his invaluable services in preparing 
the lessons in the subjects for our consideration for the year 
1897. 

Drs. Broadus, Randolph and Dunning were ap- 
pointed to prepare a scheme of lessons for 1898, and 



THE GROWIXG CRITIC I f^M. 145 

were authorized to liave them printed and distributed 
to the members of the Committee some time before the 
next meeting. But Dr. Broadus had done his last work 
on behalf of the Lesson Committee, being called to his 
reward March i6, 1895. At the meeting in Montreal, 
Canada, October 30, 1895, the Lesson Committee 
adopted a minute expressing their appreciation of the 
invaluable services of Dr. Broadus. He had come to 
be recognized as the foremost man in that noble group 
of Christian workers. 

At this meeting in Montreal I was elected to fill the 
unexpired term of Dr. Broadus, and having been in- 
vited by Dr. Randolph in advance to attend the meet- 
ing, I took my seat at the table and entered upon my 
duties on this important Committee. With the excep- 
tion of three meetings, two of which were held when 
I was in foreign lands, I have attended all the sittings 
of the Committee since 1895, and have served as Chair- 
man of the subcommittee on Old Testament Lessons 
almost continuously for more than fifteen years. 

AN OPTIONAL PRIMARY COURSE. 

The subcommittee on the special Primary Course 
presented a list of ''Optional Primary Lessons for 
1896." The report of the Committee was adopted. 
The following note was prefixed to the list of lessons : 

This list of optional primary lessons is prepared by the Inter- 
national Lesson Committee in response to a request from many 
primary workers who wish a separate primary course, while 
the Committee still believes in the wisdom of one uniform lesson 
for all. 

11 



146 THE INTERNATIONAL LESSON SYSTEM. 

It was scarcely to be expected that Mr. Jacobs, the 
father of the Uniform Lesson System, would be pre- 
pared at that early stage of the agitation in favor of a 
separate course for little folks, to give it preference 
over the Uniform Lesson. As a beginning toward the 
construction of lessons for little folks, it was a cred- 
itable production. 

CLOSING LABORS OF THE FOURTH LESSON COMMITTEE. 

The Committee decided at its meeting in 1895 that 
it would hereafter submit a printed provisional list of 
lessons to such Sunday-school workers as members of 
the Committee might desire. Thus an opportunity was 
given for the co-operation of lesson writers and editors 
in the construction of the lesson courses. This was a 
step in advance. 

In these days all sorts of memorials and requests 
were presented to the Lesson Committee for special 
lessons on kindness to animals, patriotism, etc. 

At the last meeting of the Fourth Lesson Committee, 
held in Boston in June, 1896, appropriate resolutions 
were passed in recognition of the invaluable services 
of Dr. Randolph as Secretary of the Committee. 

Most of the improvements in the Uniform Les- 
son System which were made by the Fourth Lesson 
Committee have been continued to the present time, 
and few new features have been added to the lesson 
system. Of course it has been perfected in details, and 
appropriate passages of Scripture which had not been 
used up to that time have been incorporated into some 



MEMBERS OF THE LESSON COMMITTEE 




H. W. Warren, LL. D. M. Rhodes. D. D. W. W. Moore, D. D. 

1896-1908 1896-1908 1896-1902 




J.M.StJfler, D. D. 

1900-19C2 




Wm, Patrick, D. D. 

1902 to date 






■X- 



O. P. Gifford, D. D. 

1902-1908 



E. L. Shuey, 

1902-1908 



^ ! lis? 



C. R. Hemphill, LL. D. W. D. Mackenzie. LL. D. 

1902 to date 1907 to date 



THE GROWING CRITICISM. 147 

of the subsequent cycles. The poHcy of arranging in 
advance for the division of the material throughout 
the cycle of six years has been continued by subsequent 
committees, and there has been an effort to arrange for 
more consecutive study of the great divisions of the 
Bible. 

PERSONNEL OF THE FIFTH LESSON COMMITTEE. 

On the Fifth Lesson Committee appointed at Boston 
in June, 1896, there were retained seven men v^ho had 
served for six years or more on the Committee, and 
one who had been selected to fill an unexpired term. 
Prof. J. I. D. Hinds has given a good description and 
estimate of the seven new members in a paper pub- 
lished in 1899. W^ quote from his description: 

Bishop H. W. Warren, D.D. (Methodist), of Denver, took the 
place on the committee vacated by the retirement of Bishop 
Vincent. He follows his predecessor well in greatness of heart 
and mind, in worldwide experience and observation, and in 
devotion to the cause of humanity. He is a wise counselor and 
a safe leader. 

Principal E. I. Rexford (Episcopal), of Montreal, is a teacher 
and an educator, and brings to the study of the Bible the same 
earnest and systematic application that he gives to secular 
subjects. He is therefore always ready and helpful. A man 
of strong convictions and ready to defend them, he yields grace- 
fully when overruled. The Dominion of Canada is well repre- 
eented in Principal Rexford and Dr. Potts. 

Rev. A. F. Schauffler, D.D. (Presbyterian), of New York, is 
the great missionary to the masses. The middle and lower 
classes are the ones that are most prominently before his mind 
and he deems it scarcely necessary to adapt a lesson to any one 
else. The biographical feature of the next course of lessons ia 
bis suggestion. 



148 THE IXTERNATIOyAL LESSOy SYf^TEM. 

Dr. Schauffler was chosen as Secretary of the Sixth 
Lesson Committee. He is Chairman of the Seventh 
Lesson Committee (1908-14). He has long been 
recognized as one of the foremost writers and speakers 
in the Sunday-school world. 

We quote again from Dr. Hinds: 

Mr. John R. Pepper (Methodist), is a whole-souled, enthusi- 
astic, hard-working Sunday-school man. He is superintendent 
at home of one of the best Sunday-schools in the country, is 
Tennessee's representative on the International Executive Com- 
mittee, is author of some books on Sunday-school work and 
methods, and carries all of his enthusiasm into the work of the 
Lesson Committee. 

Bishop E. B. Kephart, D.D. (United Brethren), of Baltimore, 
is anothei" earnest, solid, thoughtful, and prudent member of the 
committee. He is a fit successor to Dr. Berger, whose genial 
friendship and warm heart and devotion to the cause won for 
him the love and admiration of all his fellow-members. 

Rev. Mosheim Rhodes, D.D. (Lutheran), of St. Louis, ia 
also an efficient member because of his ripe experience, his 
familiarity with the Bible, his sound judgment, and his wide 
influence. Earnest in work, he is ever hopeful and cheerful, a 
pleasant companion and a faithful friend. 

Rev. W. W. Moore, D.D. (Presbyterian), of Union Theological 
Seminary, Richmond, Va., took the place of the venerable and 
beloved Dr. Hoge, of Richmond. He is a young man, but brings 
to the committee vigor, zeal, and earnestness, accompanied by 
wide culture and great biblical learning. 

Rev. John R. Sampey, D.D. (Baptist), of Louisville, Ky., on 
account of his profound biblical scholarship is a fit successor to 
the late Dr. Broadus, whose place he took on the committee. 
Because of his familiarity with the Old Testament he is gener- 
ally chairman of the subcommittee on the Old Testament 
lessons. In matters of chronology and interpretation he is a 
safe guide. Young, progressive, and vigorous, he bids fair to 
give many years of usefulness to the Lesson Committee. 



THE GROWING CRITICISM. ^49 

There were retained from the Fourth Committee 
Rev. John Potts, D.D., Rev. A. E. Dunning, D.D., 
Rev. Warren Randolph, D.D., Mr. B. F. Jacobs, Rev. 
B. B. Tyler, D.D., Rev. J. S. Stahr, D.D., and Prof. 
J. I. D. Hinds, Ph.D. 

WORK OF THE FIFTH LESSON COMMITTEE (1896-I9O2). 

At its initial meeting in Philadelphia, March 17, 
1897, the Fifth Lesson Committee chose Dr. John 
Potts as Chairman and Rev. A. E. Dunning, D.D., as 
Secretary. The Committee met in conference a large 
group of Sunday-school specialists, and discussed with 
them at length matters pertaining to the improvement 
of the Lesson System. 

Dr. A. F. Schauffler presented to each member of 
the Lesson Committee an outline course of lessons 
covering six years, which emphasized the biographical 
feature in Bible study. This well-constructed scheme 
of lessons was of great service to the Fifth Committee 
throughout its labors. 

It was voted that two and a half years be devoted 
to the Old Testament and three and a half to the New; 
to give chief prominence to biography, and to devote a 
year and a half to the continuous study of the life of 
Christ by the use of a harmony of the four Gospels. 

It was voted, 'That five members of this Committee 
be requested to confer with primary workers and others 
in their vicinities, and each to bring to the next meet- 
ing of the Committee a scheme of primary lessons for 
one year." The members requested to perform this 



150 ^^^ INTERNATIONAL LESSON SYSTEM. 

service were Messrs. Schauffler, Pepper, Rexford, 
Jacobs and Dunning. 

The subcommittee secured from specialists a num- 
ber of lesson outlines, some for one, others for two or 
more years. Secretary Dunning says in his report to 
the Atlanta Convention : 

They represent a variety of methods, each having earnest 
advocates. These outlines illustrated widely different methods 
of teaching; from those of the kindergarten, illustrating the 
presence and power of God in nature and hardly requiring any 
selections from the Bible, to profound theological catechisms 
based on proof texts. Some writers were confident that Bible 
study should begin with Old Testament stories, on the ground 
that the divine method of developing the mind of the child is 
the same as that of developing the human race. Others insisted 
that the life and teachings of Christ should first be presented 
to the child as the perfect revelation of God, and that these 
should later be supplemented by Old Testament history and 
prophecy and New Testament ethics.^ 

Dr. Dunning thus describes the perplexity of the 
Lesson Committee in view of the widely variant and 
conflicting views of primary workers: 

After extended investigation, it was made evident, your 
committee believes, that it could not at present unite on any 
separate plan of lessons for primary classes which would be 
generally acceptable in connection with the International Lesson 
System. Yet we recognize the importance and reasonableness 
of the demand for separate primary lessons, and shall welcome 
any light which may guide us to the adoption of a plan that 
may be adapted to harmonize with the International system. 

The second meeting of the Fifth Lesson Committee, 
held in Washington November lo, 1897, was notable 

1 Ninth International Convention, p. 52. 



THE GROWING CRITICISM. l^l 

from the fact that this was the first meeting in the his- 
tory of the International Lesson movement at which 
every member was present. At this meeting of the 
Committee all the members were presented to President 
McKinley at an afternoon reception in the White 
House. It was decided to devote the first eighteen 
months of the new series to a study of the Life and 
Teachings of our Lord, arranged from the four Gos- 
pels. The work of the Committee looking toward the 
construction of Primary lessons will be considered in 
the closing lecture of this series. It was voted to pro- 
vide optional lessons for Pentecost or Whitsuntide, as 
well as for Christmas and Easter, as in former schemes. 
The connective readings were enlarged so as to include 
practically all the incidents in the Life of our Lord. 

Through the influence of Principal Rexford, closer 
relations were formed with the Provincial Synod of 
the Church of England in Canada. It soon came about 
that the International Uniform Lessons, with certain 
modifications, were adopted in the Sunday-schools of 
that Church. 

In the Atlanta meeting, April 25, 1899, it was voted 
to recommend to the International Sunday School Con- 
vention that the members in England then called Cor- 
responding Members be known under the name of ''The 
British Section of the Lesson Committee." 

Dr. Randolph having died on December 13, 1899, 
Prof. J. M. Stifler, D.D., was elected Thursday, April 
26, 1900, to fill out his unexpired term. 

Secretary Dunning thus describes the work of his 
predecessor in office: 



152 THE INTERNATIONAL LESSON SYSTEM. 

Dr. Randolph, it may safely be said, has done more work for 
the International Lesson System than any other member of any 
Committee. His duties as secretary made this necessary, but 
he welcomed the opportunity with a full sense of his great 
responsibility in the love of a strong, sweet spirit that saw with 
a prophet's vision the millions of Sunday-school teachers and 
pupils to whose service he gladly gave himself. 

THE SUNDAY SCHOOL EDITORIAL ASSOCIATION. 

The organization, in 1901, of the Sunday School 
Editorial Association, composed of all the lesson writ- 
ers and pubhshers of the International Lesson Helps, 
gave to the editors and publishers the opportunity of 
influencing more profoundly the work of the Lesson 
Committee. Suggestions and requests from this power- 
ful official body were almost in the nature of com- 
mands. Many of their suggestions and requests were 
eminently wise; occasionally, however, they influenced 
the Committee to do things that their best judgment 
could not wholly approve, as in the request that lessons 
should not as a rule exceed twelve or thirteen verses. 
As Dr. Dunning says, "This arbitrary limitation of 
lessons by a printer's ferrule does injustice to the 
Scriptures, and to the intelligence of the Committee. 
The lesson is often mutilated by chopping it off at both 
ends to make it fit the page of a lesson-leaf." 

INTERNATIONAL LESSONS FOR SIX YEARS. 

The cycle of study adopted by the Fifth Lesson Com- 
mittee was as follows : 

1900 and first half of 1901 : A harmony of the 
Gospels, giving the life and teachings of our Lord. 



THE GROWING CRITICISM. I53 

Second half of 1901 : Beginnings of Old Testament 
history (Creation to the Exodus). 

First half of 1902: The primitive Christian Church 
(Acts 1-16). 

Second half of 1902 : Israel from the Exodus to the 
Monarchy. 

First half of 1903 : The primitive Christian Church 
to the end of the New Testament. 

Second half of 1903 : The Hebrew Monarchy (Saul, 
David and Solomon). 

First half of 1904: The life and teachings of Christ 
in the Synoptic Gosepls. 

Second half of 1904: The kingdoms of Israel and 
Judah (Division of the Kingdom to the Babylonian 
Captivity). 

First half of 1905 : The Gospel of John. 

Second half of 1905 : The later Old Testament his- 
tory (Exile and Restoration). 

Perhaps the most serious objection to the cycle of 
the Fifth Committee was the splitting of the history of 
the primitive Christian Church into two half-years, 
with lessons from the Old Testament intervening! 
Otherwise the grouping of the material for study was 
almost ideal. The opening series of eighteen months 
in the chronological study of the life of Jesus was not- 
ably attractive. 

REMARKABLE GROWTH IN SPITE OF CRITICISM. 

When the first sharp attack on the International 
Series was made, about 1890 to 1893, perhaps less than 



154 TEE INTERNATIONAL LE880N SYSTEM. 

11,000,000 teachers and pupils were using the Lesson 
Lists issued by the International Committee. By 1902 
the number had increased to more than 15,000,000, 
and by 1905 a very conservative estimate would put 
the number at 17,000,000. The effort to wean the 
Sunday-schools of the world from the Uniform Lesson 
failed signally. 

We do not mean to say that no good was accom- 
plised by the sharp criticism of the International Sys- 
tem. Far from it. That System was distinctly im- 
proved in many ways, as the result of the searching 
criticism turned upon it; and the rival schemes did 
much to elevate the standard of teaching in the Sunday- 
school. But the benefits of uniformity throughout the 
Sunday-school world were too many and too great to 
be sacrificed to the demands of the radical reformers. 
It remains to be seen whether union and co-operation 
can be maintained among the Protestant Sunday- 
schools of the world, in connection with a dual series 
of lessons. We turn, in our closing study, to the con- 
sideration of the demand for a series graded in subject- 
matter as well as in the method of presentation. 

The good hand of our God has been manifest in the 
history of the International Lesson System up to the 
present hour. Surely He will guide us to a wise solu- 
tion of all our problems, if we but ask His aid. 



V. 

THE DEMAND FOR GRADED LESSONS. 



A GLANCE AT THE HISTORY OF GRADATION. 

IN the early Sunday-school of 1780, and the following 
period of thirty years, when the spelling-book and 
the reader were the chief text-books, the instruction 
was largely individual. At first the schools were small, 
and the teachers were school-mistresses who made it 
their business to teach children how to spell, read and 
write. Pupils were grouped into classes, or grades, 
according to their knowledge. The youth of fifteen 
would recite in the same section with the boy of six, 
if both were just beginning to spell. The Sunday- 
school was then graded very much like the private 
secular schools of the time. There were beginners' 
classes in reading, reciting in the same room and to the 
same teacher, along with other classes that were more 
advanced. 

When the Bible, as a book of religious instruction, 
became the chief text-book in the Sunday-school, the 
principle of gradation according to age and capacity 
still had recognition. No doubt the minute gradation 
according to age, with which we are now familiar, was 
as yet undreamed of in the Sunday-school of 1825, or 
even of i860. The ''Infant School" of the first half of 
the nineteenth century included all children up to nine 

155 



156 TEE IXTERNATIONAL LESSOX SYSTEM. 

or ten years of age; the next grade including children 
from about ten to fifteen years of age; and the third 
grade including young people above fifteen years of 
age. In some schools there were Bible classes for 
young men and young women, as well as a general 
Bible class for older pupils. 

Dr. John S. Hart, Mr. R. G. Pardee, and other 
leaders between 1850 and 1865 advocated a slightly 
closer grading of the scholars. As there was no uni- 
form lesson for the whole school in those days, the 
catechisms and question books were of sufficient va- 
riety as to difficulty, to enable superintendents and 
teachers to provide a sort of graded curriculum. 

From about 1866 on. Rev. John H. Vincent, and 
other leaders, began to grade somewhat more closely as 
to age; but even yet nothing like our present elaborate 
and minute system had been introduced into any Sun- 
day-school. There was scarcely any recognition of 
the wide difference between the five-year-old and the 
nine-year-old child. The boy of ten recited in the 
same class with the boy of fifteen. At present the most 
progressive schools in our cities not only have a Be- 
ginners' department, a Primary department, a Junior 
department, an Intermediate department, a Senior de- 
partment, an Adult department, with Baraca and 
Philathea classes, but subdivide each of these depart- 
ments into separate classes so as to provide a separate 
teacher for pupils for each year from six to sixteen or 
seventeen years of age. Some large schools even sepa- 
rate boys of a given age from girls of the same age, 
providing a separate teacher for each sex. 



THE GRADED LESSONS. I57 

Schools that have a commodious modern building, 
with separate rooms for each class, have already paved 
the way for the introduction of thoroughly graded in- 
struction. During the half-hour allotted to the lesson, 
each class is at liberty to study exactly what it wishes 
to, without interfering with any other class. In these 
large and closely graded schools the equipment has been 
provided for minutely graded instruction ; we need not 
wonder, therefore, that in recent years the demand 
for material graded in subject-matter, as well as in the 
mode of presentation, has been rapidly growing. 

GRADED LESSONS OTHER THAN THE INTERNATIONAL. 

In Roman Catholic Sunday-schools, in which cate- 
chisms are largely used, the principle of grading the 
subject-matter has had recognition from the beginning 
to the present time. In most Sunday-schools of the 
Protestant Episcopal Church, the same principle has 
obtained recognition, and some of the foremost educa- 
tors of this communion have been working at the prob- 
lem for many years. Many rival schemes have been in 
the field, and no one system has as yet commanded the 
united support of the Episcopal Sunday-schools. 

The Unitarians have had for many years a system of 
graded religious instruction in their Sunday-schools. 
Their curriculum includes much extra-biblical material. 

The principle of gradation of material to the capacity 
of the pupil has been a feature of the Blakeslee series 
from the beginning, though not so much emphasized 
at first as the Inductive Method of Bible Study. The 



158 THE INTERNATIONAL LESSON SYSTEM. 

Bible Study Union, founded by Rev. Erastus Blakeslee, 
have been taking steps of late to perfect the gradation 
of their courses. The follov^ing is the most recent an- 
nouncement of the ''characteristics" of their ''Com- 
pletely Graded Series :" 

"(i) A close and careful adaptation of the lesson 
material and methods of study to the needs of the pupil 
at each successive period of development. 

"(2) A study of the Bible by the most effective 
modern methods. 

"(3) A supplementing of the Bible by such other 
material as v^^ill best promote religious and moral de- 
velopment. 

"(4) A practical application of the teachings of the 
Bible, with the aim of cultivating social as well as in- 
dividual morality and spirituality. 

"(5) A constant endeavor to inspire and direct the 
pupils in giving expression to moral and religious 
truth. 

"(6) The lessons for each year are so arranged that 
they can be used for nine months or twelve months." 

Until recently the Blakeslee Series was exclusively 
Biblical. Having issued a series of missionary studies 
on 'The Conquering Christ," which has been widely 
used and greatly appreciated by both teachers and 
pupils, the Bible Study Publishing Company have de- 
cided to issue other courses containing extra-biblical 
material; but recognizing the fact that many superin- 
tendents and teachers prefer only Biblical material for 
Sunday-school instruction, they have arranged a dual 
series, one of which is founded on purely Biblical ma- 



THE GRADED LESSONS. I59 

terial, while the other contains a good deal of extra- 
biblical material. They explain their reasons for using 
extra-biblical material by the following brief circular : 

The construction of a course of study, like "Heroes of the 
Faith," on material largely outside the Bible is in accordance 
with the well-nigh universal conviction among religious edu- 
cators that, while the Bible must always remain the chief basis 
of instruction in the Sunday school, it is not the sole means to 
this end, and that along many lines it should be supplemented 
by material from other sources. The same divine agencies that 
shaped the Biblical history of the Hebrews are still operative in 
the world, and on a larger scale than ever before. The same 
faith and heroism that made the men and women of the Bible 
illustrious are producing similar examples of godly character 
today— examples of inspired and thrilling devotion that are close 
to us, living our life in the world as we know it, and not removed 
from us by two or three thousand years into conditions utterly 
strange. 

If further justification of the wisdom of supplementing the 
Bible by judiciously chosen extra-Biblical material were needed, 
it is found in the example of Him who founded by far the larger 
part of His immortal teachings, not on the law and the prophets, 
but on incidents of common life ; who found religious values in 
a sparrow and in a lily of the field as well as in an inspired 
word ; and who taught neighborliness and the divine fatherhood 
by the conduct, not of ancient patriarchs, but of men of His 
own day. 

There are many persons who insist that there should 
be a Biblical lesson for every Sunday and for all 
classes. The sufficiency of the Bible as the one great 
text-book of the Sunday-school is so apparent that they 
deprecate any departure from the direct study of the 
Scriptures in any department for a whole quarter at 
a time. They welcome the large use of material from 
church history, missionary biography and other sources 



160 THE IXTERXATIONAL LESSON SYSTEM. 

in the teaching of the lessons ; but insist that the Bible 
is infinitely richer in its adaptation to the needs of 
modern pupils of all ages than some educational ex- 
perts have ever imagined. 

The Board of Publication of the General Council of 
the Evangelical Lutheran Church in North America 
have prepared and issued a series of graded lessons 
for use in Lutheran Sunday-schools. The series is 
issued in quarterlies, and is also published in book 
form, with the exception of the Primary grades. The 
editors inform me that the schools generally prefer the 
annual bound volume, as being in the end more eco~ 
nomical and more effective. Dr. W. L. Hunton, one 
of the editors, writes me: ''This series has been upon 
the market for a number of years, and is in fact one 
of the pioneers in graded instruction." The series 
contains a good deal of catechetical instruction along 
with the usual Biblical lessons. It is graded both as 
to the material and the method of instruction. 

The 'Triends' General Conference," of Philadelphia, 
have been issuing since 1907 what was first called 
''Friends' Graded Course for First-Day Schools," and 
more recently, "Friends' Graded First-Day School 
Lesson Series." Judging from the samples that have 
been sent to me by the publishers, I should say that 
the series is better for classes from the Junior depart- 
ment up, than for the Beginners and the Primary de- 
partment. 

The American Institute of Sacred Literature, of 
Chicago, have also published courses of study for pupils 



THE GRADED LESSONS. Igl 

of different ages. They have put emphasis on the 
study of the Bible itself. 

The International Graded Lesson Series is indebted 
to several of the different schemes to which I have 
briefly referred, for valuable ideas which have been in- 
corporated in the courses for the eleven years, which 
have already been issued by the Lesson Committee. 
It is time now to sketch the history of the demand for 
Graded Lessons, in relation to the evolution of the 
International Lesson System. 

MRS. CLARK AND THE NEWARK UNION. 

As early as 1870, in Newark, N. J., there was 
formed 'The Newark Association of Infant Class Sun- 
day School Teachers." Mrs. Samuel W. Clark, mother 
of Rev. Joseph Clark, of Ohio, was for ten years the 
teacher of this group of Primary workers. At first 
she herself selected the lessons for the little folks. 
Later on she adopted the Berean Series, edited by Dr. 
John H. Vincent; and in 1873 the International Uni- 
form Lesson was adopted. The Primary teachers in 
Newark depended upon Mrs. Clark very largely for 
the lesson stories and other material used in instruct- 
ing their classes. She always gave them something 
that would be helpful to the little people. 

In 1880 Mrs. Clark left Newark, and the Primary 
teachers were almost broken-hearted. At Mrs. Clark's 
suggestion, however, they decided to go ahead with 
the work, nine of their number consenting to take 
their turn in giving the lessons once a quarter. Three 
12 



162 THE INTERNATIONAL LESSON SYSTEM. 

Other teachers were enhsted before the close of 1880, 
and the work went forward. This Union proved to 
be an admirable school for the development of expert 
Primary teachers. In 1890, 1891, among the teachers 
giving the lessons to the Union are found the names 
of Miss J. L. Baldwin, Mrs. J. W. Barnes, and Miss 
J. E. Dimock, all of whom have had much to do with 
the preparation of Graded Lessons for the Elementary 
Division of the Sunday-school. 

THE INTERNATIONAL PRIMARY UNION. 

In 1 87 1 the Primary teachers of New York were 
organized into a class, or union; in 1879 Philadelphia 
followed, and in 1881 Washington fell into line. In 
1884 a National Primary Union was formed. In 1887 
this became The International Primary Union. In 
1896 this Union became a department of the Inter- 
national Sunday School Convention, and in 1902 was 
absorbed into the larger organization as *'The Ele- 
mentary Department of the International Sunday 
School Convention." In 1905 at Toronto it became 
*'The Elementary Council of the International Sunday 
School Association." Members of this Primary Union 
and the Lesson Committee have often been in confer- 
ence since 1891. 

We have already spoken of the loyalty of the Pri- 
mary teachers to the International Lesson System at 
the St. Louis Convention. Some of them suppressed 
their own conviction that a special course ought to be 
prepared for children under six years of age, and voted 



THE GRADED LES80N8. 163 

to Stand by the Uniform Lesson System. It was not 
long, however, before they began to approach mem- 
bers of the Lesson Committee with requests for a 
special series of lessons preparatory to the Uniform 
Lesson. 

MISS vella's questionaire. 

On January lo, 1894, Miss Bertha F. Vella, Secre- 
tary of the International Primary Union, sent a circu- 
lar letter to all the Primary unions in all parts of the 
country, requesting them to frame a series of ques- 
tions to be submitted to Primary unions, lesson writers, 
and Primary teachers, the answers to which would be 
■tabulated and submitted to the International Lesson 
Committee at its meeting in Philadelphia, March 14, 
1894. Miss Vella formulated, as the outcome of her 
correspondence, forty-seven questions which were sent 
out to Primary teachers everywhere for answers. We 
select from these a few of the questions : 

(2) Do you prefer that the primary lessons shall be uniform 
with the whole school? (6) Are any of the lessons so diflBcult 
that they cannot be simplified for the children? (27) Is a 
uniform or a graded system best adapted to continuous develop- 
ment of the child? (28) Do you think a uniform system can 
be made a graded system also? (33) Do you believe a separate 
primary course advisable? (47) Please outline your plan for a 
course of primary lessons. 

The views of three hundred teachers were secured 
by Miss Vella, 



164 THE INTERS ATIOXAL LES80y SYSTEM. 

REQUEST FOR A SPECIAL PRIMARY COURSE. 

At a meeting of the Executive Committee of the 
International Primary Teachers Union, held in the 
Oxford Presbyterian Church, Philadelphia, Pennsyl- 
vania, March 13, 1894, the following members were 
present: Mrs. W. F. Crafts, Mrs. M. G. Kennedy, 
Mrs. S. W. Clark, Mrs. Jas. S. Ostrander, Mr. W. N. 
Hartshorn, and Mr. Israel P. Black. After discussion, 
the following resolution was offered by Mr. W. N. 
Hartshorn, of Boston, Mass., and was adopted, Mrs. 
Crafts alone voting in the negative: 

Whereas, The Uniform International system of the study of 
the Bible in all the departments of the Sunday School for more 
than twenty years has been fruitful of great good in unifying 
forces to secure the best results, to the greatest numbers, and 

Wheeeas, There is now a constantly increasing demand for 
a special and separate lesson for the Primary department, and 

Whereas, This demand for a special and separate lesson for 
the Primary department is being supplied by lessons selected and 
prepared and published by private and denominational publish- 
ing houses, so that teachers are being drawn away and separated 
from the International and uniform plan of the study of the 
Bible, thus creating division in the great Sunday School army, 
and 

Whereas, We have cause to believe that the majority of the 
Primary teachers and schools desire to continue the study of a 
lesson selected by the International Lesson Committee, 

Therefore — resolved, that we recommend to the Lesson Ck)m- 
mittee now in session in Philadelphia, that they select a separate 
International Lesson for the Primary department, to begin 
January First, 1896, and that it consist of one half the length 
of time used to cover the regular course. 

Resolved — That it is the judgment of the Executive Commit- 
tee of the International Union of Primary Sabbath School 
Teachers that this separate and special Primary Course should 



TEE GRADED LES80NS. 165 

be in addition to the regular course, and shall not interfere with 
the present lesson helps, which are prepared for the Primary 
department, but it shall be optional for each denomination to 
prepare helps for the Primary department, as at present upon 
this course, and it shall also be optional for each school to adopt 
this course. 

(Signed) 

Mrs. M, G. Kennedy, Vice-Pres., Philadelphia. 

Mrs. S. W. Clark, New York Union. 

Mrs. James S. Ostrander, Brooklyn Union. 

Israel P. Black, Phila. Union. 

Wm. N. Hartshorn, Boston Union. 

About 1893 the American Baptist Publication So- 
ciety brought out a children's course of lessons en- 
titled, 'Two Years with Jesus," w^hich had been pre- 
pared by Miss Juliet E. Dimock. 

The Lesson Committee having decided to grant the 
request for a separate Primary Course, the Interna- 
tional Primary Union, through its officers and com- 
mittees, assisted in the outlining of the proposed course. 
It was issued in the fall of 1895, but no helps were pre- 
pared by the denominational publishing houses. The 
Sunday School Times alone issued this Primary 
Course. It may be well to remember that at this time 
the word "Primary" covered a wide range in age. It 
is also well to remember that the Lesson Committee, 
in issuing this first Primary Course, expressed their 
own decided preference for the use of the Uniform 
Course by the entire school. 

VIEWS OF MESSRS. TRUMBULL AND DUBOIS. 

In this connection it might be of interest to quote 
from a letter to Secretary Randolph from a distin- 



166 THE INTERNATIONAL LESSON SYSTEM. 

guished Sunday-school editor and leader, Rev. H. Clay 
Trumbull. Writing under date of December i, 1893, 
he says : 

My Deab Db. Randolph : — 

I am glad your Lesson Committee is to meet just now and 
face the diflBculties of the hour. 

I believe that, in the main, the basis of the International 
selections is sound and should be adhered to. There are minor 
features open to criticism, such, for instance, as the dividing of 
the study of the Book of Acts into two years. But such things 
the Committee will be likely to find its way to the correction of. 

I have believed for years that the primary scholars ought to 
have an elementary series of lessons, as distinct and separate 
from the lessons of the main school. It is not that the present 
lessons cannot be made of some service to the little folks, but it 
Is that the children have a right to milk before they are fed 
with beef juice, and that in the family, in the secular school, in 
the Sunday-school, and in the sanctuary, the children should 
first be fed by themselves before they are asked to be sharers in 
the work or the social life of adults. On this point I attach no 
importance whatsoever to the testimony of those elder primary 
class teachers who have grown up under the hardening influence 
of the present methods of popular Sunday-school instruction, any 
more than I do to the testimony of the few surviving fossils 
who would have the little folks memorize unintelligently cate- 
chism answers instead of being instructed in the truths of God's 
word. The younger and more intelligent primary class teachers 
realize this truth as the venerable workers, who are to be hon- 
ored for what they did do in the good old times, cannot be ex- 
pected to. The evidence coming to us from every side would be 
In itself convincing at this point, even if I had not been brought 
to see it in the progress of years. 

I think, moreover, that the gain in the intelligent study of 
the Bible, brought about by the International series of lessons, 
has caused a demand for advanced Bible studies which might 
well be guided by the International Lesson Committee. In other 
words, if, in addition to the main course of lessons for the 
Sunday-school as a whole, the Lesson Committee should outline 
an elementary series for the primary class, and a series of ad- 



THE GRADED LESSONS. 157 

vanced studies for the maturer-minded, the demands of the hour 
would be practically met. In this work I think it would be 
necessary to secure the cooperation of the young and vigorous 
and intelligent primary class teachers on the one hand, and 
some of those workers who have had most experience in the line 
of advanced Bible study. 

I merely make these suggestions in accordance with your 
request, and I earnestly hope that the conference next week will 
result in good to the Sunday-school cause and to the church of 
Christ. Yours sincerely, 

H. Clay Trumbull. 

Mr. Patterson DuBois, writing to Dr. Randolph 
under date of March 8, 1894, says: 

We must have a uniform primary system, or the result will be 
disintegration, and then the danger will be that the disintegra- 
tion will extend beyond the confines of the Primary school. In 
many quarters there is not only dissatisfaction with the present 
International system among Primary Teachers, but there is a 
marked effort to find the right basis for a primary course, but as 
yet with no success, so far as I know. The whole subject must 
be looked at strictly from the child's point of view, and not from 
our conventionalized forms of thought and expression. 

Mr. DuBois thinks it unwise to decide such ques- 
tions as that of the preparation of a separate Primary 
course by majorities. He prefers to make his appeal 
to ''the thinking minority." 

THE NEW JERSEY SCHOOL OF METHODS. 

In 1894 Rev. E. M. Fergusson organized the Sum- 
mer School of Primary Methods. This institution 
later became "The New Jersey School of Methods for 
Sunday School Workers." It has been an experiment 
station for advanced Sunday-school workers, at which 



168 THE IXTERyATIOXAL LESSON SYSTEM. 

teachers have learned while they were imparting in- 
struction to others. The meetings have been held at 
Asbury Park, New Jersey. 

In 1896 Miss Anna Williams, of the Philadelphia 
Normal School, was invited to deliver a series of ad- 
dresses before the Summer School of Primary Meth- 
ods. She took occasion in advance of the meeting to 
visit various Sunday-schools and to study the methods 
in vogue in the Primary department. In her discus- 
sion, with iconoclastic zeal, she denounced the current 
methods. What has been happily called by Mr. Fer- 
gusson "Pseudo-kindergartenism" was then in vogue. 
The blackboard was often covered with a medley of 
so-called symbols. Miss Williams insisted that the 
current methods w^ere a fine example of ''how not to 
do it." The Primary teachers who heard the addresses 
of Miss Williams were almost in despair at the close of 
the Summer School. 

During the same Summer School of 1896, Mrs. J. 
W. Barnes led the workers in a conference on what 
things ought to be taught to the Primary scholars. She 
took for granted the fact that the Uniform Lesson 
was to be taught as the main lesson of the day. The 
discussion related to supplemental material. Placing 
on the blackboard the numbers 3 to 12, the ages of 
children in the Primary and Junior departments, she 
asked such questions as these : When ought the Lord's 
Prayer to be taught? At what point ought the Ten 
Commandments to be taught? How ought the chil- 
dren to be grouped in the departments on the basis of 
age? The conference were substantially agreed that 



THE GRADED LESSONS. Igg 

children under six years of age should compose the 
Beginners' department; those from six to eight the 
Primary department; those from nine to twelve the 
Junior department. It was deemed best to teach the 
Lord's Prayer in the Primary section, the simpler com- 
mandments could be taught to the younger children, 
and the complete form of the Ten Commandments as 
they are found in the Bible in the Junior department. 
So far as is known, this Conference became the basis of 
graded supplemental material, in connection with the 
International Uniform Lessons. In the years that have 
followed much good work has been done by the de- 
nominational publishing houses and others in the de- 
velopment of supplemental lessons. 

THE CUSHMAN COURSE FOR BEGINNERS. 

In 1897 Miss Margaret J. Cushman, a woman of 
fine literary taste, and thoroughly evangelical, taught 
a series of ten lessons on Child Nature. One of her 
studies was on the theme "Teaching the Bible to Little 
Children." Her ideas won the approval of the mem- 
bers of the Summer School of Primary Methods. This 
lecture was delivered on July 11, 1897, at Asbury 
Park. Mr. Fergusson at once conceived the idea of 
proposing that Miss Cushman prepare a two years' 
course of Bible lessons for little children. He re- 
quested her to prepare such an outline and present it 
on the follow^ing morning to the members of the Sum- 
mer School. For each lesson there were to be pro- 
vided a title, a Golden Text, and a passage for the 



170 TEE INTERNATIONAL LESSON SYSTEM. 

teacher to study. With rare enthusiasm and self- 
sacrifice, Miss Cushman gave herself to the immediate 
preparation of such an outline. Within less than 
twenty-four hours she had made a provisional draft of 
lessons from the Bible for children under six years of 
age. This provisional draft became the basis for the 
series of ''Bible Lessons for Little Beginners,'* by Miss 
Cushman (now Mrs. Haven). The title and Golden 
Text and passage for study were to be free to all who 
cared to use them. Mr. Fergusson desired to have a 
course of lessons for beginners to be handed to the 
Lesson Committee, as the basis for a series to be issued 
later by the International Lesson Committee. Miss 
Cushman had shown such knowledge of the needs of 
little children that she was deemed the best person to 
construct such a provisional series of lessons. The 
Cushman Club was organized to promote the idea of a 
separate lesson for the Beginners. 

Miss Cushman was a Christian of deeply spiritual 
life, a trained kindergartner, and a disciple of Froebel. 
The aim of the series constructed by her was to lead 
the child by easy normal stages to a personal accept- 
ance of Jesus as Saviour and Lord. The lessons for 
Beginners were the initial stage in this process of re- 
ligious training. 

The Cushman Club employed Miss Cushman, at the 
modest salary of $5.00 per month, to prepare lesson 
helps for the teachers of Beginners. The members of 
the Club resolved to raise money to meet the expenses 
of the venture and gave themselves personally to the 
experiment of teaching the lessons to the classes over 



TEE GRADED LE880N8, 171 

which they presided. The lessons were first pubHshed 
in the New Jersey Sunday School Messenger, edited 
by the Rev. E. M. Fergusson. Miss EHzabeth D. Pax- 
ton acted as Secretary of the Club, and edited the ma- 
terial when it was issued in quarterlies. Miss Josephine 
Baldwin assisted in putting the lessons in book form. 
This *'Two Years' Course of Lessons for Little Be- 
ginners" was issued by Fleming H. Revell & Co. The 
lessons at once met with marked favor from the teach- 
ers of Beginners. About 1898 these lessons were taken 
up by the International Evangel edited by Mr. W. J. 
Semelroth. 

During the same summer meeting of 1897 Miss Julia 
E. Peck read a paper which was a plea for a Beginners' 
department. She insisted that children under six years 
of age ought to have special training before taking up 
the International Uniform Lesson in the Primary de- 
partment. 

GROPING TOWARD THE LIGHT. 

At the initial meeting of the Fifth Lesson Com- 
mittee in Philadelphia, March 17, 1897, the Committee 
met, in the Young Men's Christian Association Build- 
ing, in conference with the lesson writers, and others. 
Suggestions were offered concerning Primary, Ad- 
vanced, and Supplemental courses of lessons. Ques- 
tions were freely asked by the Committee and an- 
swered by those present. Drs. C. R. Blackall, F. N. 
Peloubet, M. C. Hazard, J. A. Worden, J. R. Miller, 
Edwin W. Rice, H. Clay Trumbull, and Messrs. Pat- 
terson DuBois, and Israel P. Black, and Mrs. M. G. 



172 THE ISTERNATIOXAL LESSON SYSTEM. 

Kennedy, Mrs. E. L. Tead, Mrs. W. F. Crafts, and 
several others participated in the discussion, which con- 
tinued for more than three hours. 

At this meeting of the Committee "it was voted that 
five members of this Committee be requested to confer 
with primary workers and others in their vicinities, and 
each to bring to the next meeting of the Committee a 
scheme of primary lessons for one year." The Com- 
mittee were Messrs. Schauffler, Pepper, Rexford, 
Jacobs, and Dunning. 

At the next meeting of the Committee in Washing- 
ton, November lo, 1897, the Subcommittee on Pri- 
mary Lessons made a partial report, and was continued, 
with instructions to report at the next meeting. 

At the meeting of the Committee in New York, 
April 25, 1900, it was voted that a standing committee 
on Graded Lessons be appointed. After discussion, 
Drs. Schauffler, Potts and Hinds were appointed such 
a committee. 

RECOMMENDATIONS OF THE EDITORIAL ASSOCIATION. 

In New York, April 17, 1901, the Lesson Committee 
received in conference a committee from the Editorial 
Association, an organization of editors, publishers and 
lesson writers, which had been formed previously on 
the same day, and had adopted the following recom- 
mendations for the consideration of the Lesson Com- 
mittee : 

First. We desire to commend with all heartiness the plan of 
including larger passages of study than in previous years ; but 



THE GRADED LESSONS. I73 

recommend that the part named for printing be indicated as the 
lesson ; that the text selected be limited to about ten or twelve 
verses, where possible; that the schedule of lessons for 1902 
and thereafter be made to conform thereto; and that, as at 
present, related passages that naturally belong to the subject 
under consideration be indicated in addition to illustrate or 
complete it. 

Second. We favor a separate course of lessons for one year, 
for beginners in Bible Study, of six years old and under, and we 
will heartily cooperate with your Committee in making a success 
of such a series as you may propose. 

Third. From our knowledge of the field, and the demands of 
many Bible students, we believe that there should be prepared a 
two years' course of study, at least, that shall be topical and his- 
torical, for the adult or Senior classes. We think the times are 
ripe for such a course, and request your Committee to provide 
the same in such way as will not interfere with the present 
International uniform plan. 

In making these recommendations we desire to assure your 
Committee of our hearty sympathy with you and your work, and 
to assure you further of our earnest wish and purpose to con- 
serve the best interests of our common cause and increase the 
efficiency of the International Lesson system. 
Respectfully submitted, 

(Signed) M. C. Hazard, Chairman, 

C. R. Blackall, 
W. J. Semeleoth, 
John A. McKamy, 

Committee. 

A full and free discussion followed, participated in 
by several representatives of the Editorial Association. 
All three recommendations of the Editorial Associa- 
tion were adopted. Drs. Dunning, Schauffler, and 
Sampey were appointed a committee to prepare a two 
years' course for advanced students. Drs. Schauffler, 
Hinds, and Rexford, and Messrs. Jacobs and Pepper 
were named as the committee to prepare a Beginners' 



174 THE INTERNATIONAL LESSON SYSTEM. 

Course of one year. Chairman Potts was requested to 
confer with the British Section of the Lesson Com- 
mittee, informing them as to the proposed changes in 
providing separate lessons for beginners and advanced 
students, and to ascertain whether they would endorse 
the same. The British Section opposed any departure 
from the Uniform Lesson. 

During 1:901 a Beginners' Course for one year was 
prepared through the labors of a joint committee rep- 
resenting the Primary workers, and the Lesson Com- 
mittee. This course was issued in December, 1901, 
and was received with general favor. 

ACTION OF THE DENVER CONVENTION. 

In the report of the Lesson Committee to the Inter- 
national Convention held in Denver, June, 1902, the 
attention of the Convention was called to the fact that 
an advanced course of lessons covering two years had 
been prepared by a subcommittee, and was ready for 
publication, if the Convention so ordered. After a 
lengthy discussion, in which many conflicting ideas 
found expression, the Convention finally passed the 
following resolutions: 

Resolved, That the following plan of lesson selection shall be 
observed by the Lesson Committee to be selected by this 
Convention : 

One Uniform Lesson for all grades of the Sunday School shall 
be selected by the Lesson Committee, as in accordance with the 
usage of the past five Lesson Committees; provided, that the 
Lesson Committee be authorized to issue an optional Beginners' 
Course for special demands and uses, such optional course not 
to feear tUe Qflidal title of "International Lesson," 



THE GRADED LESSONS. 175 

Resolved, That at this time we are not prepared to adopt a 
series of advanced lessons to take the place of the Uniform 
Lessons in the adult grade of the Sunday School. 

The Conference of Elementary Workers, held in 
Denver just prior to the meeting of the International 
Convention, tendered a vote of thanks to the Lesson 
Committee for the Beginners' Course for one year, 
which was proving a success, and requested the prepa- 
ration of a course covering two years. 

PERSONNEL OF THE SIXTH LESSON COMMITTEE. 

At Denver, in 1902, the Sixth Lesson Committee 
was appointed. There were retained from the Fifth 
Lesson Committee Drs. John Potts, A. F. Schauffler, 
J. S. Stahr, H. W. Warren, Moshein Rhodes, E. L 
Rexford, B. B. Tyler, and John R. Sampey, and Mr. 
J. R. Pepper. The new members of the Committee 
were Drs. C. R. Hemphill, Wm. Patrick, O. P. Gifford, 
H. M. Hopkins, Professor Ira M. Price, and Mr. E. L. 
Shuey. 

Dr. Hemphill was professor for some time in Colum- 
bia Theological Seminary, South Carolina, and after- 
ward was pastor of the Second Presbyterian Church, 
Louisville. He has been a member of the Faculty of 
the Louisville Theological Seminary since its begin- 
ning, and is known far and wide as a gifted preacher 
and platform speaker, as well as a ripe Biblical scholar. 
He has many admirable qualifications for service on 
the Lesson Committee, and has given much valuable 
time both in the General Committee and on subcom- 
mittees. 



176 THE INTERXATIONAL LESSON SYSTEM. 

Principal William Patrick, of Winnipeg, Manitoba, 
the representative of the Presbyterians of Canada, is 
the author of an excellent Commentary on the Epistle 
of James. He is a man of broad culture and profound 
thought. He is esteemed as one of the strongest men 
in the Committee. 

Rev. O. P. Gifford, D.D., is a brilliant Baptist 
preacher, and a greatly beloved pastor, and a man of 
pleasing personality. 

Mr. E. L. Shuey, of the United Brethren, is a busi- 
ness man of high standing, an active worker in the 
[Young Men's Christian Association, an earnest Bible 
student, and an accomplished Sunday-school man. 

Prof. Ira M. Price, Ph.D., of the University of Chi- 
cago, an active Baptist layman, is an able Semitic 
scholar, and an excellent teacher. He is methodical, 
diligent, courteous, and affable. He has had large ex- 
perience in preparing courses of study for the B. Y. P. 
U. of America, and has taught a Sunday-school class 
for many years. In 1908 he was promoted to the most 
important office in the gift of the Lesson Committee, 
namely, that of Secretary. The duties of this office 
have multiplied in recent years so rapidly that Profes- 
sor Price has to give a great deal of his valuable time 
to the work of the Committee. He is greatly honored 
and beloved by his colleagues. 

Dr. Hopkins, the representative of the Congregation- 
alists, having declined to serve on the Committee, Prof. 
Samuel Ives Curtiss, D.D., of Chicago, was chosen in 
his place. After a brief service with the Committee 



TEE GRADED LESSONS. 177 

this distinguisher scholar was called to his reward, 
greatly lamented by a wide circle of friends. 

Dr. John Potts was chosen Chairman of the Sixth 
Lesson Committee, and Dr. A. F. Schauffler was 
elected Secretary. 

THE UNIFORM LESSONS FOR I906-I9II. 

The cycle adopted by the Sixth Lesson Committee, 
as modified in response to requests from the Editorial 
Association and the British Section of the Lesson Com- 
mittee, was as follows : 

1906. Synoptic Gospels. Harmony. Words and 
Works of Jesus. 

1907. Patriarchs to Samuel as Judge. Stories of 
the Patriarchs and Judges. 

1908. Jan.-June. Gospel according to St. John. 
The Witness of John to Jesus. 

1908. July-Dec. Saul to Solomon. The United 
Kingdom (Saul, David and Solomon). 

1909. Acts and Epistles. Expansion of the Early 
Church. 

1910. Gospel according to St. Matthew. The 
Gospel of the Kingdom. 

191 1. Division of Kingdom. Captivity and Re- 
turn. Kings and Prophets of Judah and Israel (Kings 
to Malachi) or, Glory, Decline and Restoration of 
Israel. 

THE DEBATE AT WINONA. 

At Winona, Indiana, August 6-10, 1903, there was 
held a joint meeting of the International Executive 
13 



178 TEE INTERNATIONAL LESSON SYSTEM. 

Committee, the Editorial Association, and other inter- 
ested workers. The pubHshers of Lesson Helps had 
sent out a circular in which the following question was 
raised for consideration : **Which is better, an Inter- 
national Lesson uniform for all grades, or an Inter- 
national Lesson uniform within certain defined 
grades?" An earnest and animated discussion arose 
at this meeting. The general principle of Graded Les- 
sons was discussed, and not the desirability of lessons 
for a particular grade. Some thought that the one 
Uniform Lesson with supplemental Graded Courses 
would meet the needs of the Sunday-schools. Others 
contended that not only Beginners, but all the other 
grades up to the adult would be greatly helped by a 
series of lessons in which the principle of grading 
should be applied not only to the method of presenta- 
tion, but also to the Biblical material itself. It was 
made plain to all the members of the conference that 
no one desired to do away w^ith the International Uni- 
form Lesson; even the most enthusiastic advocates of 
Graded Lessons freely granted that Uniform Lessons 
would still be desired by the majority of the Sunday- 
schools in America. The debate shifted to the ques- 
tion of the comparative value of a Graded series as 
against a Uniform series. One of the speakers at the 
conference said: 

The old education regarded the body of truth, or the material, 
first — then the child. The new education places the child first, 
studies his needs, and then seeks the material which will satisfy 
these needs. The old education placed the material first, the 
child second; the new education places the child before the 
material. 



THE GRADED LESSONS. 179 

There was no opposition to the use of graded sup- 
plemental material in connection with the Uniform 
Series, It was recognized by all that the use of this 
material was a step in advance, a step which had al- 
ready been taken by most of the great denominational 
publishing houses. The question which was brought 
to the front was whether an additional step in advance 
would not be taken if the principle of graded material 
should be introduced into all the departments up to the 
Adult. Attention was called to the healthful sign of 
unrest, which denotes progress, and may presently 
crystallize into a demand for something better. It was 
argued by the advocates of graded lessons that the 
International Association, through its appointed agen- 
cies, ought to begin to get ready to meet this demand 
when it should come. The duty of the hour was that 
an earnest study of conditions and needs should be 
made. Mrs. J. W. Barnes, in discussing the supple- 
mental lessons, put the matter in a nut-shell when she 
asked : "If graded lessons about the Bible are neces- 
sary, then why not graded lessons in the Bible?" 

A TWO years' beginners' COURSE. 

At the meeting of the Lesson Committee in Wash- 
ington, D. C, April 15, 1903, the subcommittee ap- 
pointed at Denver, June, 1902, to prepare a Two 
Years' Course for Beginners, reported that it had com- 
pleted the work, after four separate sessions of about 
two days each, and much conference with the Primary 
teachers in various parts of the country. The General 



180 THE INTERNATIONAL LESSON SYSTEM. 

Committee adopted the recommendation of the sub- 
committee, and the Secretary issued the course as an 
^'Optional Two Years' Course for Beginners." This 
course of lessons was used more widely than any pre- 
ceding scheme for Beginners. 

ATTEMPTS TO PROVIDE ADDITIONAL COURSES. 

By the time of the meeting of the International Con- 
vention in Toronto, in June, 1905, Elementary work- 
ers were beginning to desire earnestly a separate Pri- 
mary Course in addition to the Beginners' Course. 
The Lesson Committee received a resolution from the 
Elementary department of the International Sunday 
School Association thanking them for the Beginners' 
Course, and requesting the preparation of a Primary 
Course as soon as possible. 

At the Toronto Convention, the Lesson Committee, 
in its report, recommended that authorization be given 
the Lesson Committee to prepare an Advanced or 
Senior course. After spirited debate, the Convention 
decided to authorize the Committee to issue an Ad- 
vanced course. A subcommittee, consisting of Drs. 
Schauffler, Sampey and Rexford, was appointed to 
prepare such a scheme of lessons. The course first 
recommended by the subcommittee was rejected by 
the committee representing the Editorial Association. 
Thereupon Dr. Schauffler, Feburay 13, 1906, addressed 
a circular to the members of the Editorial Association, 
asking for suggestions as to the kind of course they 
really desired. Some elaborate schemes were presented 



THE GRADED LESSONS. 181 

for the consideration of the committee. After much 
discussion the subcommittee decided to prepare for 
1907 a course on 'The Ethical Teaching of Jesus," 
which was issued in the spring of 1906. Only two or 
three publishing houses offered any helps on this course. 
It began to be manifest that the demand for an Ad- 
vanced course was largely a matter of the imagination ; 
while the Lesson Committee prepared other advanced 
courses for 1908 and 1909, they seem never to have 
been offered by the publishing houses to their constitu- 
ency. This committee on Advanced courses has gone 
into "innocuous desuetude." 

ORGANIZATION OF THE GRADED LESSON CONFERENCE. 

In August, 1906, the International Executive Com- 
mittee granted to Mrs. Barnes, the Elementary Super- 
intendent of the International Association, freedom of 
action with reference to the graded courses of instruc- 
tion. She was directed to co-operate with the Lesson 
Committee and Editors, as well as others who might 
be planning graded lessons for the Primary and Junior 
departments, and report to the Primary Committee of 
the Executive Committee any recommendations for 
the Committee's approval. 

About this time a number of independent groups 
were being organized for the purpose of preparing 
graded lessons for the elementary departments in the 
Sunday-school. If the International forces were to be 
held together, there was no time to lose. 

In October, 1906, Mrs. J. W. Barnes, Elementary 
Superintendent of the International Association, called 



182 THE INTERNATIO^'AL LESSON SYSTEM. 

a conference of certain workers friendly to the Associa- 
tion and its work. In selecting the members of the 
Graded Lesson Conference, as it came to be named, 
the Elementary Superintendent considered chiefly theif 
fitness for the task in hand, but also their relations to 
the various denominations, their ability to command 
the services of educators, their willingness to give their 
time and energy free, and to pay their own bills if nec- 
essary. 

The Conference was convened first, on October 19, 
1906, in Newark, N. J. The m.embers agreed to under- 
take the work, and thereafter gave two or three, and 
sometimes five or six days a month to the work for a 
period extending over two years. In addition to the 
monthly meetings of the Graded Lesson Conference, 
there were frequent meetings of committees conduct- 
ing special investigations. There were also frequent 
conferences with experts associated with the work as 
consulting members. 

Previous to the formation of the Conference, the 
Secretary of the Lesson Committee was notified of the 
proposed plan, and an invitation was extended to the 
Lesson Committee to appoint any of its members to 
assist, to supervise, or to make suggestions. No ap- 
pointment was made by the Lesson Committee, and so 
the Conference proceeded with the work independently. 

The Conference decided to prepare lessons for the 
grades included by the terms Primary and Junior, in- 
cluding a revision of the Beginners' Course already in 
use. To do this work properly, it was necessary to 
take a view of the entire range of the Sunday-school, 



THE GRADED LESSONS. 183 

in order that later other graded courses might be built 
on the Elementary grades as a foundation. Hence 
persons experienced in work for the older grades were 
included in the personnel of the Conference. 

It was agreed that the product of the Conference 
should be considered the property of the entire body, 
and not of individuals ; and no publicity was to be given 
to the movement until its work was completed. The 
final result was to be held as the property of the Les- 
son Committee and the denominational houses jointly, 
and to be offered to the former first. Evidently the 
Conference did not intend to allow its completed work 
to be thrown into the waste basket. 

CERTAIN DENOMINATIONS APPROVE OF THE WORK OF 
THE CONFERENCE. 

During 1907 certain publishing houses became in- 
terested in the work of the Conference, notably those 
of the Methodist Episcopal, the Presbyterian and the 
Congregational denominations. Later in the year these 
denominational bodies asked that the members in the 
Conference representing their respective churches be 
known as official members, offering to share the ex- 
penses when the time of settlement should come, agree- 
ing also to lend editorial aid when the outlines should 
be ready for inspection. 

CORRESPONDENCE WITH THE LESSON COMMITTEE. 

At this point the following correspondence between 
Mrs. Barnes and Dr. SchaufBer is interesting and in- 



134 THE INTERNATIONAL LESSON SYSTEM. 

forming. The Lesson Committee was about to meet 
in annual session in Boston in April, 1907: 

Newaek, N. J., March 29, 1907. 
To the International Lesson Committee, 

Gentlemen : — As members of the Graded Lesson Conference, 
now in session, we desire that you may be fully advised of our 
plans, our work, and our relationship to the International 
Sunday School Association ; particularly as your cooperation is 
essential to the complete fulfillment of our purpose. 

Our desire is to see the present beginners course of two years 
suitably revised, and followed with a three years primary course 
and a four years junior course ; the whole constituting nine 
years of graded lesson material, to the completion of the average 
pupil's twelfth year. We desire to secure from the International 
Convention, as was done in the case of the beginners lessons, a 
vote of approval and reference of the matter to you, and either 
before or after such a vote as you may deem wise, we desire 
you to consider the plan of lessons which we hope ere long to 
be able to submit, and issue them with your approval, with such 
modifications as to your wisdom may seem needful. 

We are all of us strongly on the side of the International 
unity ; we believe in our Sunday schools working together ; we 
recognize the continued necessity for an ungraded International 
Course; but we know that a proportion of schools far too large 
to be longer neglected demands graded material for regular 
lesson work. We feel that it is vital that this material should 
come to them from the International Lesson Committee, that it 
should be such as actual teachers of the classes and grades 
concerned can use under present circumstances, that it should 
conform to truth in child study and represent the best available 
methods in teaching practice, and that its end and ideal should 
be the salvation of the pupil and the upbuilding of his character. 

In 1902 at Denver, as you recall, the conference of elementary 
grade teachers petitioned the Convention for a two year Begin- 
ners Course, to be issued by you. Similarly at Toronto in 1905, 
the representative elementary conference, heartily and without 
dissenting vote, expressed its appreciation of the Beginners 
lessons and asked for a Primary Course as soon as the way 
opened to issue it. The matter again came up at the meeting of 



THE GRADED LESSOXS. 185 

the Editorial Association in July, 1906, when our Chairman by 
request of that Association presented a paper showing how not 
only a primary but also a junior graded course is absolutely 
essential to the present movement for adapted and effective 
work in the elementary division of the Sunday school. 

We as a Conference, were called together by our Chairman, 
Mrs. J. W. Barnes, with the approval of the International Exec- 
utive Committee, on the ground that the demand for graded 
lessons should be led and not merely yielded to by the Interna- 
tional Association. The effort was made to secure as members 
all the lesson writers. State elementary leaders, and specialists 
in Sunday school pedagogy within practicable distance from 
Newark, the Chairman's city. Several who were earnestly 
desired found it impossible to attend. The Conference first 
met in October, 1906, and meetings have since been held about 
once a month, each meeting lasting two days. We have worked 
in two sections, primary and junior. The names of those who 
have taken active part in all or most of the sessions are appended 
to this letter.^ 

We have agreed upon the needs and interests of pupils in the 
grades concerned, and the corresponding truths to be embodied in 
the lessons selected. The choice and arrangement of these 
lessons is progressing as rapidly as is consistent with a close 
following of our ideal. We hope ere long to complete a working 
outline of at least the first year primary and the first year 
junior, and then to introduce the lessons thus outlined into a 
number of selected schools for experimental use, before agreeing 
on our final draft of the course, either in outline or detail. 

We rejoice to observe the many other efforts now being made 
in this same direction, and believe that God's hand is clearly 
leading us to better and higher things. We believe, too, that 
when the right material has been found and arranged in the 
right order the reasons for it will appear. We respectfully ask 
your sympathy in our efforts and your cognizance of our exist- 
ence and our purpose. 

With great respect, we are yours, 

The Graded Lesson Confebence, 

Mrs. J. W. Barnes, 

Chairman. 

^ The names of eighteen persons appear in the list. 



186 TEE INTERNATIONAL LESSON SYSTEM. 

Dr. Schauffler, Secretary of the Sixth Lesson Com- 
mittee, on April i, 1907, rephed as follows: 

New York, April 1, 1907. 
My Deae Mrs. Barnes : — 

Yours of the SOth together with communication to the Lesson 
Committee of March 29th is at hand. It will be placed before 
the committee at our meeting in April in Boston, and I presume 
will also come up before the Joint Committee Meeting in 
London.^ 

The program that you outline is somewhat surprising for it 
involves practically a nine years course of graded lesson mate- 
rial ! I shall be exceedingly interested to see where your 
workers find material for a nine years graded course that shall 
be in any true sense graded material. I cannot myself conceive 
where such material really graded can be found from Genesis to 
Revelation. However, it may be that the combined intelligence 
of skilled workers can produce such a course. The graded les- 
sons that I have seen so far, have been graded more in name 
than in fact as to material. Of course the Lesson Committee 
will take no action in this matter until after the Louisville 
Convention, for we are under instructions from the Toronto 
Convention which we are bound to carry out without material 
deviation. 

With very best wishes, 

Yours sincerely, 

(Signed) A. F. Schauftlkk. 

ATTITUDE OF THE LESSON COMMITTEE. 

The Lesson Committee met in Boston April 24-26, 
1907. The correspondence with the Graded Lesson 
Conference was brought to the attention of the Com- 
mittee, and the whole question of Graded Lessons was 
freely discussed. It was voted to recommend to the 



^ Referring to the proposed conference between the British and 
American Sections of the Lesson Committee. 



THE GRADED LESSONS. I37 

Triennial Convention at Louisville, that the Lesson 
Committee be authorized to prepare a fourfold grade 
of lessons as follows: (i) A Beginners' Course, per- 
manent, for pupils under six years of age. (2) A Pri- 
mary Course, permanent, for pupils between six and 
nine years of age. (3) A General Course as at present 
planned for pupils over nine years of age. (4) An 
Advanced Course parallel with the General Courses 
to be prepared by each Lesson Committee for such 
classes as may desire it. This action of the Lesson 
Committee did not lead to any modification of the 
plan previously adopted by the experts of the Graded 
Lesson Conference, who continued their work on a 
series of nine years for the Elementary Division. 

MAKING HASTE SLOWLY. 

During the process of construction and elaboration 
of the Graded Lessons by the Conference the work was 
scrutinized by experts to determine its soundness theo- 
logically, its use of Biblical material that might lead to 
unnecessary controversy, its correlation with the knowl- 
edge which the pupils of a given age would have ob- 
tained through the secular schools and which would be 
necessary for a proper understanding of the facts and 
truths involved, and its nearness to the interests of the 
pupils for whom it was outlined. 

When completed, the courses were again inspected 
as a whole by those who had participated as counsel- 
lors in their construction. 

As the Graded Lesson Conference had not only sue- 



188 THE INTERNATIONAL LESSON SYSTEM. 

ceeded in producing something definite, but had been 
successful in drawing the leading denominations to- 
gether toward one course, it seemed wise to present the 
entire matter to the Editorial Association, and ask 
them to appoint other representatives if they so de- 
sired, in order that the outlines might meet the views 
of all the other denominations who might in the future 
become interested. The Association appointed their 
standing committee on International Lessons, of which 
Mr. C. G. Trumbull was chairman, requesting this 
committee to confer with the Graded Lesson Confer- 
ence and give such co-operation as might be needed. 

Before the courses were presented to the Lesson 
Committee for their inspection the outlines of the nine 
years prepared (Beginners, two years; Primary, three 
years; Junior, four years) were in their completed 
form again inspected by the appointed members of the 
denominational boards, and certain members of the 
Editorial Association. They were then sent to the 
Lesson Committee for their private study. 

It will thus be seen that great care was shown at 
every step to get all possible aid in the construction of 
a series of lessons that would meet the wishes of the 
bodies co-operating with the International Sunday 
School Association. It is also apparent, from this re- 
cital of facts, that the members of the Lesson Com- 
mittee had not been in as close personal touch with the 
work of the Conference as would have been desirable. 
They were suddenly confronted, in 1908, with problems 
to the solution of which they had, up to that time, given 
but slight attention. 



THE GRADED LESSONS. 189 

THE SITUATION IN ENGLAND. 

We must interrupt our story of the movement to- 
ward Graded Lessons in America long enough to 
sketch the recent history of the British Section of the 
Lesson Committee. 

From 1895 to 1908 the mode of procedure in select- 
ing the International Lessons had been as follows : 

The Chairman of the American Section would ap- 
point a subcommittee to prepare a provisional draft 
of the lessons for a given year. This subcommittee 
would meet for two days in some convenient center, 
and make an outline of the lessons for the year, a copy 
of their selections being sent to each member of the 
General Committee for inspection prior to the annual 
meeting. This provisional draft would then be gone 
over in detail at the annual meeting, and the selections 
as modified would be printed by the Secretary, and 
forwarded to the British Section for criticism. Copies 
were also sent to members of the Editorial Association, 
and other experts, for inspection. Suggestions were 
welcomed from all who would take time to criticise the 
work in detail. Much weight was given to emenda- 
tions suggested by the British members of the Lesson 
Committee; but the final decision of all questions was 
left to the American Section. 

As time went on, the British Section made com- 
plaint that important changes were sometimes made, in 
response to requests from the Editorial Association, 
when the British Section had not even been notified of 
the proposed changes. Very naturally our colleagues 



190 TEE INTERNATIONAL LESSON SYSTEM. 

across the sea felt that they ought to be consulted 
about all important changes in the Lesson Lists eman- 
ating from the International Lesson Committee. 

The London Sunday School Union thought to in- 
crease the influence of the British Section by adding to 
the number of members of the British Committee. In 
February, 1907, the British Section was composed of 
the following members : Rev. Alfred Rowland, D.D. 
(Chairman), W. H. Groser, B.Sc. (Hon. Secretary), 
F. F. Belsey, J. P., Rev. Alex. Connell, M.A., Rev. R. 
Culley, Prof. S. W. Green, M.A., Rev. S. S. Henshaw, 
Rev. Frank Johnson, Rev. C. H. Kelly, Mr. Frederic 
Taylor, Mr. Edward Towers, Rev. W. J. Townsend, 
D.D., and Mr. Charles Waters. 

A little later in 1907 the British Section was greatly 
strengthened by the election of the following three dis- 
tinguished educators: Professor A. S. Peake, M.A., 
Principal W. F. Adeney, D.D., and Principal A. E. 
Garvie, D.D. Rev. Alex. Connell and Rev. W. J. 
Townsend retired from the Committee in the same 
year. The addition of Professors Peake, Adeney and 
Garvie transformed the British Section from a very 
conservative body into an exceedingly liberal com- 
mittee. The British Section suddenly became advanced 
in its attitude toward Biblical Criticism, pedagogy and 
other related questions. 

THE LONDON CONFERENCE. 

It was deemed advisable by the leaders of the organ- 
ized work in the Sunday-school world to arrange for 
a conference between the British and Atnerican Sec- 



TEE GRADED LESSONS. 191 

tions of the Lesson Committee in May, 1907, in con- 
nection with the World's Convention in Rome. As 
but few of the British Section expressed their intention 
to attend the Convention in Rome, Mr. W. N. Harts- 
horn and Dr. G. W. Bailey made arrangements for a 
meeting of representatives of the two Sections in Lon- 
don shortly after the close of the Rome Convention. 

We quote at length from the Preface to the Amer- 
ican Edition of "The New Century Sunday School" : 

The London Conference of the International Sunday School 
Lesson Committee was held in the city of London June 19-21, 
1907. The Committee was represented by seven American and 
twelve British members. The discussions covered six half-day 
sessions. They were wholly occupied in full, frank, thorough 
canvass of the chief problems that face the American and British 
sections of the Lesson Committee. 

The British section of the Committee had previously prepared 
the following series of statements and resolutions as embodying 
their ideas and as a basis for discussion : 

Note: — It is understood that in the matter of Grading, the 
threefold division of scholars and of Lesson-subjects into 
Primary, Intermediate and Senior, is adopted by both Lesson 
Committees, by the Council of the Sunday School Union, and by 
the other bodies who have expressed an opinion on the question. 

I. — Can an International system of Lessons be provided for 
the Primary, the Intermediate and the Senior Divisions of the 
Sunday school? If so, by what means can such result be best 
attained? And can the several courses and divisions be denoted 
by an agreed set of terms? 

II. — Having regard to the various criticisms passed on the 
present mode of selection and treatment of subjects in the 
"International" courses, what improvements are desirable and 
practicable, and how may the two Lesson Committees cooperate 
more fully in bringing them about? 



192 THE INTER2sATI0NAL LESSON SYSTEM. 

The following suggestions are respectfully submitted : — 

1. That the first draft of each cycle of Lessons should be 
prepared by Biblical scholars, and then be submitted to experts 
in Sunday School work. 

2. ?rhat in the compilation of such Lessons the progress of 
Divine Revelation should be kept in view, though not expressly 
marked out 

3. That opportunities should be afforded for the consecutive 
etudy of (a) separate Books, and (b) definite periods of Sacred 
History. 

4. That further use may be made of the Poetical and Pro- 
phetical books of the Old Testament, and of the Epistles of the 
New Testament, in illustration of the contemporary history and 
its teaching. 

5. That the present cycle of six years be deemed of suitable 
length ; as also the average proportion of New to Old Testament 
subjects, viz. 7 to 5. It is suggested, however, that in the 
arrangement and length of the courses regard should be had to 
the respective requirements of the subject-matter, and the 
Review Lesson be inserted at some suitable point, or at the 
close of each series, rather than always and arbitrarily on the 
last Sunday of the Quarter. Also, that in some courses a Pre- 
view Lesson might be used to awaken interest. 

6. That the rigid rule of Quarterly Temperance Lessons 
should be modified as follows : — The Annual Temperance Sunday 
to be observed, and for each of the other three Quarters an alter- 
native subject to be provided. 

7. That it would be highly advantageous if an International 
series of cheap text-books for teachers, dealing with Scripture 
history, biography, etc., could be prepared and published. 

8. Should it be found practicable to prepare International 
Lessons for Senior Classes, it is considered important that these 
should include instruction on the progress of Revealed Truth, 
and on Christian Doctrine and Ethics, and the simpler aspects 
of Christian Apologetics ; also some connected view of the Bible 
as a whole, and in its several divisions. 

The findings of the Conference, after three days of 
earnest and often animated discussion, are thus re- 



TEE GRADED LESSONS. 



193 



corded in the American Edition of the report of the 
proceedings : 

1. That the International Lesson Committee undertalies to 
provide Schemes of Lessons for the whole range of Sunday 
School teaching, including Primary Work (ages 3-9) ; General 
or Intermediate Work (ages 9-15) ; and Senior or Advanced 
Work (over 15 years). That the Lesson for the General or 
Intermediate Division shall be uniform, and that Primary and 
Advanced Lessons may be prepared by the American and British 
Sections of the Lesson Committee acting jointly or independ- 
ently, but with a view to securing uniformity as soon as possible. 

2. That in the preparation of each cycle of lessons, the ele- 
ments both of Biblical scholarship and practical efficiency be 
duly recognized. 

3. That in the compilation of such lessons the method and 
progress of Divine revelation should be kept in view. 

4. That we commend the principle of affording opportunity, 
as far as practicable, for the consecutive study of (a) separate 
books, and (b) definite periods of sacred history. 

5. That the Poetical and Prophetical books of the Old Testa- 
ment, and the Epistles of the New Testament, should be used 
when possible in illustration of the contemporary history and its 
teaching. 

6. That the present cycle of six years be deemed of suitable 
length, as also the average proportion of New to Old Testament 
subjects, viz. 7 to 5. 

7. It is suggested, however, that in the arrangement and 
length of the courses, regard should be had to the respective 
requirements of the subject-matter, and the Review Lesson be 
inserted at the most suitable point in each series, rather than 
always and arbitrarily on the last Sunday of the quarter. 

And, further, that as the Review is intended rather to focus 
some main teaching of the series which it closes than to recapit- 
ulate the whole, the Committee should in the future afford the 
guidance of a definite title to each Review and of illustrative 
Scripture. 

A pre-view may at times be usefully prescribed, to be dealt 
with similarly by the Committee. 
14 



194 THE INTERXATIOXAL LESSON SYSTEM. 

8. The Temperance Lessons. Considering the difficulties of 
the question, and appreciating the views expressed, we now pass 
to the next question, it being understood that the British Section 
may if they so desire, adopt alternate lessons in the three 
quarters other than that in which the Annual Temperance Sun- 
day falls. 

9. This Conference, believing that it would be helpful to 
prepare International Lessons for Senior Classes, which shall 
include instruction on the progress of Revealed Truth, and on 
Christian Doctrine and Ethics, and the simpler aspects of Chris- 
tian Apologetics, also some connected view of the Bible as a 
whole, and in its several divisions, hereby requests the British 
Section to prepare schemes of this character. 

10. That the British Section of the Committee prepare a 
Three Years' Primary Course, to cover the ages six to nine. 

11. That the Committee prepare a List of Texts, which shall 
be chosen in the first instance for intrinsic value ; and that from 
these, so far as possible, the "Golden Texts" shall be selected, to 
emphasize and enforce the Central truth contained in the Scrip- 
ture to be studied. 

12. That the British Section of the Lesson Committee be 
requested to prepare a general scheme for the lessons of 1912-17 
inclusive, and a detailed list of the lessons for 1912. 

That the American Section of the Lesson Committee prepare 
the detail outline of lessons for 1911. 

These resolutions are worthy of careful study in 
detail. One year after the London Conference, a new 
American Lesson Committee was appointed in Louis- 
ville by the International Association. The findings of 
the London Conference could not be legally binding on 
the Seventh Lesson Committee of the International 
Association ; but there is, of course, a moral obligation 
to conform, as far as possible, to the agreement entered 
into by representatives of the American Section. The 
relations of the two Sections are thoroughly fraternal, 
as they have always been. 



THE GRADED LESf^ONS. 195 

It will be observed that the cycle of Uniform Lessons 
for 1912-1917 was to be prepared in outline by the 
British Section. Thus for the first time the initiative 
has been transferred to the English brethren. More- 
over, it is to be observed that the International Uni- 
form Lessons are to be prepared specially for pupils 
between the ages of nine and fifteen. Already it is 
becoming apparent that little children under nine years 
of age will find it difficult to follow the lessons for 
1912, as outlined by our British colleagues. It is by 
no means easy for a committee in London to under- 
stand the needs of schools in America, where condi- 
tions are quite different and methods vary widely. 
Perhaps we shall be better able, in the light of our ex- 
perience, to appreciate the patience of our English 
brethren through all the years in which they have tried 
to use a series of lessons prepared by a committee in 
another hemisphere. 

The needs of the smaller children are met in Eng- 
land by special courses prepared for them by the Brit- 
ish Section. This leads our English colleagues to select 
Scripture passages and Golden Texts that are too diffi- 
cult for little folks in the Primary department Many 
of our American schools that would prefer to use the 
Uniform Lesson throughout the school may be im- 
pelled to seek relief for the children under nine, by the 
introduction of the International Graded Lessons for 
Beginners and for the Primary department. 



196 THE INTERN ATIOyAL LESSON SYSTEM. 

THE CYCLE FOR I912-I917. 

After somewhat extended conference and corre- 
spondence, the following order of study for the new 
cycle has been adopted by the Lesson Committee: 

1 9 12. New Testament. Life of Christ. Synoptic 
Gospels. (Based chiefly on Mark.) 

1 91 3. Old Testament. Genesis to Joshua. Crea- 
tion to the Settlement in Canaan. 

1914. New Testament. Life of Christ. Synoptic 
Gospels (concluded). 

191 5. Old Testament. Judges to 2 Kings, with 
Prophets. 

1 91 6. New Testament. Acts, Epistles and Reve- 
lation. 

1 91 7. Jan.-June. New Testament. John's Gospel. 
July-Dec. Old Testament. 2 Kings, Ezra and Ne- 

hemiah (with the Prophets). 

The British Section is responsible for the first draft 
and the final form of the Uniform Lessons for 191 2, 

1914 and 1916, and the American Section for 1913, 

1915 and 1917. 

Lesson Lists for Primary classes have been issued 
by the British Section, and special lessons for Juniors 
are in course of preparation. The British Section hav^ 
also issued a syllabus entitled, ''Studies in Christian 
Truth, a Series of Suggested Courses for the Senior 
Divisions of Sunday Schools." The Old Testament 
studies have been prepared by Prof. A. S. Peake, D.D., 
and the New Testament studies by Principal A. E. 
Garvie, D.D. There are also a number of general and 



THE GRADED LESSONS. 197 

miscellaneous courses on various topics, some of which 
are in the field of church history and missionary study. 

THE BOSTON CONFERENCE. 

We return now to the history of the movement for 
Graded Lessons in America. 

Mr. W. N. Hartshorn, Chairman of the Executive 
Committee of the International Association, who was 
fully informed of the work of the Graded Lesson Con- 
ference, decided to call a conference of leading Sunday- 
school workers to meet in Boston, January 2, 1908. 
He invited representatives of the Lesson Committee, 
the Editorial Association, the Graded Lesson Confer- 
ence and the International Executive Committee to 
meet in his beautiful and spacious home at 54 The 
Fenway, to discuss the International Lesson System 
in all its phases. For two days, fifty-four men and 
women sat in council and debated the question of 
Graded Lessons. The sense of the meeting finally ex- 
pressed itself in the following resolutions, which ,vere 
unanimously passed : 

(1) That the system of a general lesson for the whole school, 
which has been in successful use for thirty-five years, is still the 
most practicable and effective system for the great majority of 
the Sunday-schools of North America. Because of its past 
accomplishments, its present usefulness, and its future possibil- 
ities, we recommend its continuance and its fullest development. 

(2) That the need for a graded system of lessons is expressed 
by so many Sunday-schools and workers that it should be ade- 
quately met by the International Sunday-school Association, 
and that the Lesson Committee should be instructed by the 
next International Convention, to be held in Louisville, Ky., 



198 TEE INTERNATIONAL LESSON SYSTEM. 

June 18-23, 1908, to continue the preparation of a tlioroughly 
graded course covering the entire range of the Sunday-school. 

The International Lesson Committee unanimously 
adopted the findings of the Boston Conference in their 
report to the Louisville Convention in June, 1908;^ 
and the International Sunday School Association unan- 
imously adopted the report of the Lesson Committee,^ 
thereby instructing the Committee to continue and per- 
fect the Uniform Lesson System, while at the same 
time continuing the work of preparing a thoroughly 
graded series. 

THE SEVENTH LESSON COMMITTEE. 

There were retained from the Sixth Lesson Com- 
mittee Rev. A. R Schauffler, D.D., Prof. John R. 
Sampey, D.D., LL.D., Mr. John R. Pepper, Principal 
E. I. Rexford, LL.D., Prof. Ira M. Price, Ph.D., Prof. 
C. R. Hemphill, D.D., LL.D., Principal Wm. Patrick, 
D.D., and President W. Douglas Mackenzie, D.D., 
LL.D. Seven new members were added as follows : 

Rev. W. G. Moorehead, D.D., of the United Pres- 
byterian Church, is a ripe Biblical scholar, and a man 
of large experience of life. He is wise in counsel and 
attentive to the duties of the work. 

Prof. Melancthon Coover, D.D., the representative 
of the Lutheran Church, is the accomplished professor 
of the New Testament in the Theological Seminary at 
Gettysburg, Pa. Though modest and retiring, Profes- 



1 Organized Sunday School Work in America, pp. 511-513. 

2 Organized Sunday School Work in America, pp. 39, 40. 



TEE GRADED LESSOSS. I99 

sor Coover is regarded as a most valuable addition to 
the Committee. 

Prof. F. C. Eiselen, Ph.D., the representative of the 
Methodist Episcopal Church, is professor of the Old 
Testament in Garrett Biblical Institute, Evanston, 111. 
He is the author of several valuable works in the Old 
Testament department. Professor Eiselen has the dis- 
tinction of being the youngest member of the Seventh 
Lesson Committee. He has at once taken high rank as 
a member of the working force in the Committee. 

Bishop W. M. Bell, D.D., of the United Brethren, is 
the only representative from the Pacific coast. Bishop 
Bell is an eloquent preacher, a gifted platform speaker, 
and a man of marked administrative ability. He has 
already shown great interest in the work of the Lesson 
Committee, traveling thousands of miles to attend its 
regular sessions. 

Rev. Conrad Clever, D.D., of Hagerstown, Md., is 
the representative of the German Reformed Church. 
Dr. Clever is a greatly beloved pastor and a genial 
personality. 

Justice J. J. Maclaren, D.C.L., of Toronto, Canada, 
w^ho represents the Canadian Methodist Church, has 
long been known as one of the leaders in the Interna- 
tional Sunday School Association. He is a prominent 
member of the International Executive Committee, and 
was made President of the International Association 
at Toronto, in 1905. Justice Maclaren is recognized 
as a leader in temperance reform. His wide knowl- 
edge of men and things, together with his judicial 



200 ^^^ INTERNATIONAL LESSON SYSTEM. 

temperament and gracious personality, makes him a 
valuable addition to the Lesson Committee. 

Prof. Hall Laurie Calhoun, Ph.D., of Lexington, 
Ky., is the able representative of the Christian or Dis- 
ciple Brotherhood. Professor Calhoun has thrown him- 
self earnestly into the work of the Committee, and is 
already rendering efficient service as a member of two 
important subcommittees. 

President W. Douglas Mackenzie, of the Hartford 
Theological Seminary, who was first elected in 1907 
to fill the unexpired term of Dr. Curtiss, of the Con- 
gregational Church, is a profound theologian, a force- 
ful preacher, and an accomplished platform speaker. 
He has rendered signal service as a member of the sub- 
committee on Graded Lessons, and is often put for- 
ward by his colleagues as the spokesman for the Les- 
son Committee. 

PERSONNEL OF THE BRITISH SECTION. 

The present membership of the British Section of 
the Lesson Committee, all of whom have been elected 
by the Sunday School Union of London, is as follows : 

Rev. Alfred Rowland, D.D., LL.B., Chairman (Con- 
gregational) ; 

Mr. W. H. Groser, B.Sc, Secretary (Congrega- 
tional) ; 

Rev. Prin. W. F. Adeney, D.D., (Congregational) ; 

Sir F. F. Belsey, J. P. (Congregational) ; 

Rev. George Bennett (Primitive Methodist) ; 

Rev. J. Williams Butcher (Wesleyan Methodist) ; 



THE GRADED LESSONS. 201 

Rev. Prin. A. E. Garvie, D.D. (Congregational) ; 

Rev. Prof. S. W. Green, M.A. (Baptist) ; 

Rev. Frank Johnson (Congregational) ; 

Rev. Charles Kelly (Wesleyan Methodist) ; 

Rev. Thomas Nightingale (United Methodist Free 
Church) ; 

Prof. A. S. Peake, D.D. (Primitive Methodist) ; 

Rev. Richard Roberts (Presbyterian) ; 

Mr. Frank Spooner, B.A. (Congregational) ; 

Mr. Frederic Taylor (Society of Friends) ; 

Mr. Edward Towers, J. P. (Congregational) ; 

Rev. C. W. Vick (Baptist). 

Bishop Frank W. Warne, D.D. (Methodist Epis- 
copal), is the representative for India. 

Thus the total membership of the International Les- 
son Committee is at present thirty-three. The British 
Section and the American Section are now vested with 
equal authority in the preparation of the Uniform 
Lesson Lists; in the matter of Graded Lessons they 
are at present working independently. 

It is a matter of regret to the author of these lec- 
tures that he has not been able to obtain sufficient in- 
formation concerning some of his colleagues of the 
British Section to justify him in attempting a descrip- 
tion of their personal qualifications. He entertains for 
them individually and as a body the most sincere re- 
spect. Some of them are favorably known to Biblical 
scholars throughout the world ; and he doubts not that 
without exception they are devoted to the interests of 
the teachers and pupils who compose the great and 
growing Sunday-school army. 



202 T^^ INTERNATIONAL LESSON SYSTEM. 

HIC LABOR HIC OPUS. 

The American Section of the Lesson Committee 
entered upon a new era in June, 1908. To prepare the 
Uniform Lesson List of four pages was a Hght task 
compared with the work of making a syllabus of 
Graded Lessons for pupils between the ages of four 
and twenty. Where formerly a working member of 
the Committee regarded a week in the year as sufficient 
for the task in hand, he discovered, after the Louisville 
Convention, that three weeks in the year were not 
enough to enable him to do satisfactory work. The 
output of the American Committee for the past three 
years is half as great in volume as that of the thirty- 
six years preceding. Secretary Price now gives one 
day in every week to the work of the Lesson Commit- 
tee, with no compensation other than the sense of satis- 
faction that comes from work done for the millions 
who use the Lesson Lists. 

THE SUBCOMMITTEE ON GRADED LESSONS. 

At the meeting of the Lesson Committee in Louis- 
ville in June, 1908, Drs. Price, Rexford, Mackenzie, 
Schauffler and Sampey were appointed a Subcommittee 
on Graded Lessons. This special Subcommittee was 
to act for the General Committee, reporting by cor- 
respondence to all its members. They were to have 
power to issue courses, unless there was a request that 
the General Committee be convened to consider some 
question requiring solution. As there was no request 
for a meeting of the General Committee, the Sub- 



THE GRADED LESSONS. 203 

committee issued on January i8, 1909, three courses. 
They took similar action in January, 1910, in issuing 
four additional courses. Little attention was given to 
the details of these seven courses by members of the 
Lesson Committee other than the five members of the 
Subcommittee on Graded Lessons. Perhaps a recital 
of the method pursued by the Subcommittee would be 
of interest at this point. 

HOW THE SUBCOMMITTEE WORKED. 

At the close of the Louisville Convention in June, 
1908, a conference with representatives of the principal 
publishing houses was held, with a view to ascertain- 
ing their wishes concerning the proposed Graded Series. 
The large majority favored the issuance of the first 
year only of the Beginners, Primary and Junior 
Courses by the following winter, so that helps could 
be prepared for use in October, 1909. 

The Subcommittee on Graded Lessons met in 
Buffalo, N. Y., November 13 and 14, 1908, and care- 
fully revised the lessons for the three years named. 
On December ist, the Secretary of the Lesson Com- 
mittee sent out numbered proof copies of the proposed 
lessons to more than seventy Sunday-school special- 
ists, for criticism and suggestion. The responses were 
returned to the Secretary before Christmas. The entire 
Subcommittee of five met in New York City, December 
29-31, 1908, and, in occasional conference with mem- 
bers of the Graded Lesson Conference, which had pre- 
pared the original draft of the lessons, revised the 



204 THE lyTERNATIONAL LESSON SYSTEM. 

lessons in the light of the criticisms received. These 
revised lessons were then issued to the public and dis- 
tributed January i8, 1909, as the Graded Series: Be- 
ginners, First Year ; Primary, First Year ; Junior, First 
Year. 

The following year the Subcommittee pursued the 
same method in revising and issuing the Graded 
Series : Beginners, Second Year ; Primary, Second 
Year; Junior, Second Year; Intermediate, First Year. 

APPROVAL BY THE GENERAL COMMITTEE. 

Thus seven years of the Graded Series were issued 
without the co-operation of the General Committee in 
regular session. A few of the members sent criticisms 
to the Subcommittee; but the Lesson Committee as a 
whole did not consider in regular session the details 
of the work. It ought to be recorded, however, that 
the action of the Subcommittee, in issuing a First Year 
Beginners, First Year Primary, and First Year Junior 
Course, was formally approved by the Lesson Com- 
mittee at its meeting in Chicago in April, 1909. More- 
over, the Lesson Committee, by formal vote, author- 
ized the Subcommittee to prepare and issue four ad- 
ditional Courses : Second Year Beginners, Second Year 
Primary, Second Year Junior, and First Year Inter- 
mediate. Thus the Lesson Committee placed its im- 
primatur on the Graded Series from the beginning. 

Prof. H. L. Calhoun was added to the Subcom- 
mittee on Graded Lessons at the Chicago meeting. 



THE GRADED LESSONS. 205 

LESSON HELPS ON THE GRADED SERIES. 

The publishing houses took counsel together as to 
the best method of handling the Graded Lessons. The 
Boards of the Northern Methodists, Northern Pres- 
byterians, Congregationalists, and Southern Methodists 
formed a syndicate, and issued lesson helps far sur- 
passing in mechanical beauty the helps on the Uni- 
form Lessons. The American Baptist Publication So- 
ciety also issued independently the '^Keystone Series," 
which was received with much favor. Additional 
helps for the four Courses issued in January, 19 lo, ap- 
peared in the fall of the same year. Other publishing 
houses have also entered the field. 

THE ADVENT OF CRITICISM. 

In the spring of 19 10 there began to appear in some 
of the religious papers sharp criticism of the Inter- 
national Graded Series. One of the most vigorous at- 
tacks came from the pen of Rev. Harvey Beauchamp, 
a prominent Sunday-school worker among Southern 
Baptists. Mr. Beauchamp contended that the- lessons 
were unsound in the matter of conversion ; that extra- 
biblical lessons ought not to have been inserted in the 
Series; that the Scriptures were wrested from their 
natural meaning, to provide texts for some of the 
lessons; that important topics found no place in the 
Series; and that the Lesson Committee, contrary to 
all precedents, were now presuming, through the very 
structure of the Graded System, to interpret the Scrip- 
tures for the Sunday-schools. 



206 ^^^ IXTERNATIOXAL LESSON SYSTEM. 

There were mutterings of dissent in various parts of 
America and among the various denominations. The 
deep interest in the Graded Series had been a surprise 
to some of its friends and promoters. Now all eyes 
were turned upon the Lesson Lists, and it seemed that 
a storm of theological discussion was about to burst 
upon us. 

ACTION OF THE SOUTHERN BAPTIST CONVENTION. 

At the meeting of the Southern Baptist Convention 
in Baltimore, early in May, 1910, Dr. J. M. Frost, 
Corresponding Secretary of the Sunday School Board 
of the Convention, read a statement and introduced a 
series of resolutions looking toward the preparation of 
a series of Graded Lessons adapted to the needs of 
Southern Baptists. Dr. Frost's statement contained 
warm praise of the Uniform Lessons, and was kind in 
all its references to the Lesson Committee. He made 
it plain, however, that the Graded Series, as then pro- 
mulgated, could not be made acceptable to his great 
constituency, without serious alteration ; and he wished 
the Convention to be ready to issue a Graded Series of 
its own, if the objectionable features of the Interna- 
tional Graded Lessons could not be corrected. Dr. 
PYost called attention to the fact that the redemptive 
element had not obtained sufficient recognition in the 
Graded Series, and that it was in danger of reducing 
the Bible to a mere story book; also that the lessons 
had been constructed on the theory that the child by 
natural birth is in the kingdom, and needs not to be 
made a new creature in Christ Jesus, 



THE GRADED LESSONS. 207 

Dr. Frost's able paper was referred to a committee, 
of which Dr. E. Y. MulHns was chairman, and was later 
returned to the Convention, with a few modifications, 
and was unanimously approved. As finally adopted 
by the Convention, the resolutions became a protest 
from the Southern Baptist Convention to the Interna- 
tional Sunday School Association against the Graded 
Series as then promulgated. A committee of fifteen 
was appointed by the Convention to consider the whole 
subject of Graded Lessons, and to carry out the resolu- 
tions of the body. A subcommittee of five was named 
to study the problem and report to the larger com- 
mittee the result of its investigations. 

Later in the year, the Executive Committee of Pub- 
lication of the General Assembly of the Southern Pres- 
byterian Church published, in a "Letter to Pastors, 
Sessions and Sunday School Workers," similar criti- 
cisms of the International Graded Series. There was 
also a good deal of unofficial criticism here and there. 

THE LESSON COMMITTEE TAKES ACTION. 

The Lesson Committee met in Washington in May, 
1910, two or three days after the adoption of Dr. 
Frost's resolutions by the Southern Baptist Conven- 
tion in the neighboring city of Baltimore. The Sub- 
committee on Graded Lessons held a session a day in 
advance of the meeting of the General Committee, and 
revised the Third Year Primary and Third Year Jun- 
ior Courses, which had been prepared by the Graded 
Lesson Conference. They also examined briefly the 



208 ^^^ INTERNATIONAL LESSON SYSTEM. 

proposed Second Year Intermediate and First Year 
Senior Courses. The presence of half a year of extra- 
bibhcal lessons in the proposed Second Year Inter- 
mediate had almost staggered the Subcommittee; and 
they were glad of an opportunity to counsel with their 
associates of the General Committee. 

The Washington meeting in May, 1910, was the 
longest sitting in the history of the Lesson Committee, 
beginning Tuesday morning and lasting until noon of 
Saturday; with some slight interruption on Thursday 
and Friday, on account of the World's Sixth Conven- 
tion, then in session in Washington. There was much 
earnest discussion, almost all of which gathered about 
the Graded Series. The protest of the Southern Bap- 
tist Convention, although not addressed directly to the 
Lesson Committee, brought to the Committee's atten- 
tion the importance of wise and prompt effort to make 
the Graded Lessons acceptable to all the great Sunday- 
school constituency. As it is important that the atti- 
tude of the Lesson Committee at that time be correctly 
presented, I quote from the Minutes : 

It was moved by Dr. Patrick and seconded by Dr. Sampey, 
that the Lesson Committee as a whole for the future assume the 
same responsibility for the preparation, revision, and publication 
of the Graded Lessons as for the Uniform Lessons. The motiou 
was carried unanimously. 

As we have previously shown, the Lesson Committee 
was already responsible for the Graded Lessons that 
had been issued ; but members other than those on the 
Subcommittee had not considered the lessons in detail, 
as they had always done with the Uniform Lessons. 



THE GRADED LESSONS. 209 

The action at Washington estopped the Subcommittee 
from putting forth any additional courses, until they 
should have been examined and approved in regular 
session of the General Committee. 

On motion of Dr. Eiselen, seconded by Dr. Patrick, 
the following action was unanimously taken : 

''i. That we proceed to the consideration of the 
Second Year of the Intermediate Course. 

"2. That we refer the First Year of the Senior 
Course to the Graded Lesson Committee, and instruct 
this Committee to criticize and modify the draft course 
and to send out proofs for criticism, etc., and to report 
to the full Committee at a meeting of the Committee, 
December 29th." 

THE QUESTION OF EXTRA-BIBLICAL LESSONS. 

Examination of the Second Year Intermediate 
Course, as outlined by the Graded Lesson Conference, 
brought the Committee face to face with the problem 
of extra-biblical lessons in a rather acute form, as half 
of the Course was devoted to extra-biblical material. 
There was prolonged and earnest discussion before 
any definite action was taken. Again we quote from 
the Minutes : 

The accompanying resolution framed by Drs. Sampey, Eiselen, 
and Price was then passed by a unanimous vote : — 

"That the American Section of the International Lesson Com- 
mittee reaffirms its loyalty to the principle of making Biblical 
material the basis of the Lessons in both the Uniform and the 
Graded Series of Lessons. 

"Further — We wish to record our belief that it is in accord 
with this principle to introduce Lessons of a topical nature, 
15 



210 THE INTERNATIONAL LESSON SYSTEM. 

based on Scriptural passages, which will readily permit the 
discussion of the ethical and religious problems of modern life." 

The Third Year Primary and Third Year Junior 
Courses were then examined in detail by the Lesson 
Committee. 

On motion of Dr. Patrick, seconded by Dr. Eiselen, these 
Lessons were approved of generally, and power was given to the 
Subcommittee on Graded Lessons to revise and issue the same 
in November. 

The Subcommittee on Graded Lessons met In Niag- 
ara Falls, November 3, 1910, and made a final re- 
vision of the Third Year Primary and the Third Year 
Junior Courses. These were issued by Secretary Price 
on November 22, 1910. 

In the consideration of the Second Intermediate and 
First Senior Courses, the Subcommittee called into con- 
ference Messrs. E. M. Fergusson and R. E. Diffen- 
dorfer, who explained the reasons that had led the 
Graded Lesson Conference to incorporate a consider- 
able body of extra-biblical material in some parts of 
the Graded Series. 

The Subcommittee reduced the number of extra- 
biblical lessons in the Second Year Intermediate, and 
provided the First Year Senior with an ampler Biblical 
basis. The two Courses as thus revised were printed, 
and copies sent out to many experts for criticism. 

As the Graded Lesson Conference insisted on the re- 
tention of the extra-biblical lessons, which were 
grouped in varying quantities throughout the Series, 
it became necessary for the General Committee to de- 



THE GRADED LESSONS. 211 

termine whether it would decline to put its imprimatur 
on such lessons. It gradually became clear that the 
principle of liberty might bring a satisfactory solution 
of the problem. 

At the meeting of the Lesson Committee in Chicago, 
December 29, 1910, the following resolutions were 
unanimously adopted : 

Whereas, The constituency of the International Sunday 
School Association is divided with respect to the use of extra- 
bibhcal lessons in the Graded Series now in course of prenara- 
tion; and, 

Whereas, We desire to meet the varying needs and wishea 
of our large constituency ; therefore. 

Resolved, First— That we adhere to the historic policy of 
making the Bible the text-book in the Sunday-school, always 
providing the best possible courses from the Bible for the use 
of classes in every grade in the Sunday-school. 

Second— That a parallel course of extra-biblical lessons b^ 
issued with our imprimatur, whenever, and to the extent that 
there is sufficient demand for them on the part of Sunday-school 
workers; the regular Biblical and the parallel extra-biblical 
courses alike to pass under the careful scrutiny of the Lesson 
Committee as a whole before being issued, and the extra-biblical 
lessons also to be related as closely as possible to the Scriptures 
Third— That the Graded Lesson Subcommittee be instructed 
to provide Biblical lessons wherever lessons of extra-biblical 
material occur in the seven years' Graded Lesson Courses issued 
prior to May, 1910, making such minor changes as may be 
involved in carrying out this provision. 

The General Committee accepted the recommenda- 
tions of its Subcommittee, that extra-biblical material 
should be allowed in the Parallel Course for the last 
twenty-one lessons of the Second Year Intermediate. 
A regular Biblical Course for the entire yt^x was also 



212 THE INTERNATIONAL LESSON SYSTEM. 

prepared by the Committee. Final revision of the First 
Year Senior was next made. 

For the first time in its history, the Lesson Com- 
mittee devoted all the sessions of its annual meeting 
to the preparation of Graded Lessons. 

On February 8, 191 1, Secretary Price issued the 
Second Year Intermediate and the First Senior 
Courses. 

A BIBLICAL SERIES OF GRADED LESSONS. 

A special Subcommittee was appointed to prepare 
regular Biblical Lessons in the Series wherever there 
were Lessons founded on extra-biblical material. This 
Subcommittee, consisting of Professors Sampey, 
Hemphill, Calhoun and Price, met in Louisville on 
February 13, 191 1, and completed its work in two 
days. It so happened that I was a member of the 
International Subcommittee and a consulting member 
of the Baptist Subcommittee already referred to, and 
could thus be fully informed of the drift of opinion in 
each group. Seeing that the two committees, working 
on the problem from different angles, were yet prac- 
tically agreed as to what ought to be done, I sug- 
gested to the International Subcommittee that they 
adopt as their own the emendations previously recom- 
mended by the Baptist Subcommittee to their Com- 
mittee of fifteen. These additional emendations, some 
of which were quite important, were so much in ac- 
cord with the views of the International Subcommit- 
tee, that they were readily accepted and incorporated 



THE GRADED LESSONS. 213 

in the report sent out by Secretary Price at the end of 
February for the approval of the International Lesson 
Committee. It is also highly probable that the recom- 
mendations of the Baptist Subcommittee will be ap- 
proved by the full committee and then be adopted by 
the Southern Baptist Convention. 

Thus, in the good providence of God, what threat- 
ened at one time to be a serious split in the Sunday- 
school forces of America was averted, through prompt 
and considerate action on the part of the Lesson Com- 
mittee. If they were "caught napping" in the earlier 
stages of their work on the Graded Series, they soon 
became wide awake, and gave substantial satisfaction 
to the varied elements composing their great constitu- 
ency. 

The Biblical Series of Graded Lessons as recom- 
mended by the special Subcommittee was approved 
by all the members of the Lesson Committee, and Sec- 
retary Price issued the same in April, 191 1. 

The Graded Series is still in the experimental stage, 
and we may find it wise to modify it in other direc- 
tions; but the idea has come to stay, and the Interna- 
tional Association will do well to take thought for the 
nurture of this younger daughter under its roof-tree. 
Nor will it be necessary for the Uniform Lesson, as 
the elder daughter, to be jealous of the favor shown 
to this wonderful baby in the home. Let both live 
together in mutual helpfulness, each rejoicing in the 
prosperity of the other. 

The history of the International Lesson System is 
an inspiring story. God's hand is apparent in its in- 



214 THE INTERNATIOXAL LE8S0^' SYSTEM. 

auguration and in its subsequent development. Never 
before in the history of Christendom has the Bible been 
taught by laymen in such numbers and with such en- 
thusiasm. Between twenty and twenty-five million, 
teachers and pupils are now studying God's Word 
under the guidance of the International Lesson Com- 
mittee. If wisdom is given from above, all the prob- 
lems that may yet confront Sunday-school leaders will 
be solved, and we shall move forward as a mighty 
army. Re-enforcements may be expected not only 
from lands already Christian, but also from the great 
mission fields of the world. The whole world needs 
the gospel, and it is our task to enlist all nations in the 
study of the Holy Scriptures which are able to make 
them wise unto salvation. 



THE LONDON CONFERENCE. 



Key to Picture Opposite Page 191. 



Standing at Back of Hall, from Left to Right — Rev. A. 

E. Garvie, M.A., D.D., Mr. Marion Lawrance, Mr. 

F. A. Wells, Mr. E. K. Warren, Mr. W. N. Harts- 
horn, Rev. Alfred Rowland, B.A., LL.B., D.D. 

Seated Behind Table— Mr. T. G. Ackland, F.I.A., Rev. 
R. Culley, Dr. G. W. Bailey, Mr. E. Towers, Rev. 
J. S. Stahr, D.D., Mr. F. Clements, Rev. Carey 
Bonner, Rev. M. Rhodes, D.D., Prof. A. S. Peake, 
M.A., D.D., Mr. W. H. Groser, B.Sc, Prof. Ira M. 
Price, Ph.D. 

Seated in Front of Table— Mr. J. R. Pepper, Mr. W. B. 
M'Crillis, Rev. Principal Rexford, D.D., Rev. A. F. 
Schauffler, D.D., Mr. Jas. S. Crowther, Mr. F. F. 
Belsey, J. P., Rev. C. H. Kelly, Mr. Charies Waters, 
Rev. Frank Johnson, Prof. S. W. Green, M.A. 

Representing the British Section of the Committee — 
Messrs. Adeney, Belsey, Culley, Garvie, Green, 
Groser, Johnson, Kelly, Peake, Rowland, Towers 
and Waters. 

Representing the American Section — Messrs. Pepper, 
Price, Rexford, Rhodes, Schauffler, Stahr and Tyler. 

Other Prominent Workers Present — Messrs. Hartshorn, 
Bailey, Lawrance, Warren, McCrillis and Wells, 
from America ; Messrs. Ackland, Bell, Bonner, 
Clements, Crowther and Love, of England. 
215 



APPENDIX. 



I. INTERNATIONAL UNIFORM LESSONS — COMPLETE LIST 
1872-1912. 
II. SPECIAL PRIMARY AND ADVANCED COURSES. 
III. THE INTERNATIONAL GRADAD LESSONS — COMPLETE LIST 

TO DATE. 
IV. SOME IMPORTANT DATES. 
(216) 



CLASSIFIED LIST OF THE INTERNATIONAL 
UNIFORM LESSONS, 1872-1912, 

Giving Topic, Text and Date, and Showing the Number of Times 
a Given Topic Has Been Studied in Forty-One Years. 



God the Creator ..Gen. 1:1-25 Jan. 6 

The Creation ..Gen. 1:1, 26-31 Jan. 5 

The Creation- Gen. 1:1-3; 2:4-8 July 4 

God the Creator of All Things... Gen. 1:1-2:3 July 7 

The Beginning Gen. 1:26-31; 2:1-3 Jan, 2 

The First Adam ..Gen. 1:26-31; 2:1-3 Jan. 7 

Man Made in the Image of God Gen. 1:26-2:3 Jan. 13 

In Eden Gen. 2:15-25 Jan. 12 

Man's Sin and God's Promise Gen. 3:1-6, 13-15 Jan. 20, 

Sin and Death.... Gen. 3:1-6, 17-19 Jan. 9! 

The Fall and the Promise Gen. 3:1-8, 15 Jan. 19, 

The Fall and the Promise.- Gen. 3:1-15 July 11, 

Adam's Sin and God's Grace.. Gen. 3:1-15 Jan. 14, 

Beginning of Sin and Redemption ...Gen. 3:1-15 July 14, 

Cain and Abel Gen. 4:3-10 Jan. 26 

Cain and Abel Gen. 4:3-13 Jan. 21 

Cain and Abel Gen. 4:3-15 July 18 

Cain and AbeL Gen. 4:3-16 Jan. 16 

The Story of Cain and Abel Gen. 4:3-15 Jan. 27 

Noah and the Ark Gen. 6:9-22 Jan. 23 

Noah and the Ark Gen. 6:13-18 Feb. 2 

Noah Saved in the Ark Gen. 8:1-16 Feb. 3 

Noah Saved in the Ark Gen. 8:1-22 July 21 

The Bow in the Cloud Gen. 9:8-17 Feb. 9! 

God's Covenant with Noah Gen. 9:8-17 Jan. 28 

The Covenant with Noah Gen. 9:8-19 July 25, 

Temperance Lesson Gen. 9:18-27 Mar. 27 

Confusion of Tongues... Gen. 11:1-9 Feb. 16 

The Call of Abram Gen. 11:31, 32; 12:1-10 Aug. 1 

Abram Called to be a Blessing Gen. 12:1-8 Feb. 10 

The Call of Abram Gen. 12:1-9 Jan. 30, 

Beginning of the Hebrew Nation Gen. 12:1-9 Feb. 4 

God Calls Abram Gen. 12:1-9 July 28 

Lot's Choice Gen. 13:1-13 Feb. 6 

Lot's Choice Gen. 13:1-13 Feb. 17 

Abram and Lot. Gen. 13:1-18 Aug. 8 

Abram and Lot Gen. 13:1-18 Aug. 4 

Abram and Melchizedek Gen. 14:12-24 Aug. 15 

The Covenant with Abram Gen. 15:1-7 Feb. 23 

God's Covenant with Abram Gen. 15:1,5-16 Feb. 24 

The Covenant with Abram ...Gen. 15:1-18 Aug. 22 

God's Promise to Abraham Gen. 15:1-18 Aug. 11 

God's Covenant with Abram Gen. 15:5-18 Feb. 13 

God's Covenant with Abram... Gen. 17:1-9 Feb. 11 

Abraham's Intercession Gen. 18:16-33 Aug. 29 

Abraham's Intercession Gen. 18:16-33 Aug. 18 

Abraham Pleading for Sodom Gen. 18:16-33 Mar. 3 

Missionary Lesson Gen. 18:17-21 Mar. 18 

Missionary Lesson Gen. 18:17-26 Mar. 27 

God's Judgment oa Sodom Gen. 18:22-33 Feb. 18, 

217 



1907 

1873 
1880 
1901 
1887 
1894 
1907 
1873 
1907 
1887 
1873 
1880 
1894 
1901 
1873 
1894 
1880 
1887 
1907 
1837 
1873 
1907 
1901 
1873 
1894 
1880 
1887 
1873 
1880 
1907 
1887 
1894 
1901 
1887 
1907 
1880 
1901 
1880 
1873 
1907 
1880 
1901 
1887 
1894 
1880 
1901 
1907 
1894 
1887 
1894 



218 APPENDIX. 

Abraham Pleading for Sodom .Gen. 18:23-33 Feb. 20, 

Lot's Escape from Sodom Gen. 19:12-26 Sept. 5, 

Escape from Sodom.-. ..Gen. 19:15-26 Mar. 2, 

Destruction of Sodom Gen. 19:15-26 Feb. 27, 

Trial of Abraham's Faith Gen. 22:1-13 Feb. 25. 

Trial of Abraham's Faith Gen. 22:1-14 Sept. 12. 

Abraham Offering Isaac Gen. 22:1-14 Mar. 6, 

Abraham and Isaac Gen. 22:1-14 Aug. 25, 

Trial of Abraham's Faith Gen. 22:7-14 Mar. 9, 

Selling the Birthright Gen. 25:27-34 Mar. 4, 

Isaac's Prosperity Gen. 26:12-25 Oct. 3, 

Isaac the Peacemaker ...Gen. 26:12-25 Sept. 1, 

Isaac a Lover of Peace Gen. 26:12-25 Mar. 10, 

Jacob and Esau.. Gen. 27:22-40 Oct. 10, 

Jacob and Esau Gen. 27:15-23, 41-45 Mar. 17, 

Jacob and Esau Gen. 27:.30-40 Mar. 16, 

Jacob at Bethel Gen. 28:10-22 Mar. 23, 

Jacob at Bethel Gen. 28:10-22 Oct. 17, 

Jacob at Bethel Gen. 28:10-22 Mar. 13, 

Jacob at Bethel Gen. 28:10-22 Mar. 11, 

Jacob at Bethel ..Gen. 28:10-22 Sept. 8, 

Jacob's Vision and God's Promise ...Gen. 28:1-5, 10-22 April 7, 

Jacob a Prince with God Gen. 32:1-32 Sept. 15, 

Jacob's Prevailing Prayer ...Gen. 32:9-12, 22-30 Oct. 24, 

God Gives Jacob a New Name Gen. 32:9-12, 22-30 Apr. 14, 

Jacob's New Name. Gen. 32:9-12, 24-30 Mar, 20, 

Jacob's Prevailing Prayer... Gen. 32:9-12, 24-30 Apr. 1, 

Israel, the New Name. ..Gen. 32:24-30 Apr. 6, 

Joseph Sold into Egypt Gen. 37:1-5, 23-36 Oct. 31, 

Discord in Jacob's Family Gen. 37:1-11 Apr. 8, 

The Dreams of Joseph.. Gen. 37:3-11 Apr. 13, 

Joseph Sold by his Brothers Gen. 37:5-28 Apr. 21, 

Joseph Sold into Egypt Gen. 37:12-36 Oct. 6, 

Joseph Sold. ..Gen. 37:23-28 Apr. 20, 

Joseph Sold into Egypt Gen. 37:23-36 Apr. 3, 

Joseph Sold into Egypt Gen. 37:23-36 Apr. 15, 

The Lord with Joseph Gen. 39:1-6, 20-23 Apr. 27, 

Joseph in Prison Gen. 39:20-40: 15 Oct. 13, 

Joseph Faithful in Prison Gen. 39:20-40; 15 Apr. 28, 

Joseph in Prison... Gen. 39:21-23; 40:1-8 Nov. 7, 

Joseph Exalted Gen. 41 :.37-49 May 4, 

Joseph Exalted... Gen. 41:38-48 Apr. 10, 

Joseph Ruler in Egypt Gen. 41:38-48 Apr. 22, 

Joseph Exalted Gen. 41:38-49 Oct. 20, 

Joseph the Wise Ruler in Egypt Gen. 41:38-49 May 5, 

Joseph the Wise Ruler .Gen. 41:41-57 Nov. 14, 

The Report from Egypt... Gen. 42:29-38 May 11, 

Joseph and His Brethren Gen. 44:30-34; 45:1-8 Nov. 21, 

Joseph Makes Himself Known Gen. 45:1-8 May 18, 

Joseph Makes Himself Known Gen. 45:1-15 Apr. 17, 

Joseph Forgiving His Brethren Gen. 45:1-15 Apr. 29, 

Joseph and His Brethren Gen. 45:1-15 Oct. 27, 

Joseph Forgives His Brethren Gen. 45:1-15; 50:15-21 

May 12, 

Joseph Sends for His Father Gen. 45:19-28 May 25, 

Israel in Egypt Gen. 46:1-4, 29-32 June 1, 

Jacob and Pharaoh.. Gen. 47:1-12 Nov. 28, 

Joseph and His Father Gen. 47:1-12 Apr. 24, 

Jacob and Pharaoh ..Gen. 47:5-10 June 8, 

The Last Days of Jacob Gen. 48:8-22 Dec. 5, 

Prophetic Blessings Gen. 48:15, 16; 49:8-10 

June 15, 

Last Days of Joseph Gen. 50:14-26 Dec. 12, 

Joseph's Last Days Gen. 50:14-26 May 6, 

The Last Days of Joseph Gen. 50:15-26 June 22, 

Death of Joseph G«n. 50:15-26 Nov. 3, 



LIST OF UNIFORM LESSONS. 219 

Israel in Egypt Ex. 1:1-14 July 3, 1881 

Israel in Egypt - Ex. 1:1-14 May 13, 1894 

Israel Oppressed in Egypt -Ex. 1:1-14 Nov. 10, 1901 

Israel Enslaved in Egypt Ex. 1:1-14 May 19, 1907 

Israel in Egypt Ex. 1:6-14 May 1, 1887 

The House of Bondage. - Ex. 1:7-14 Jan. 4, 1874 

The Birth of Moses Ex. 2:1-10 Jan. 11, 1874 

The Child Moses. Ex. 2:1-10 May 8, 1887 

The Childhood of Moses --Ex. 2:1-10 May 20, 1894 

The Childhood of Moses Ex. 2:1-10 Nov. 17, 1901 

Childhood and Education of Moses Ex. 2:1-15 May 26, 1907 

The Coming Deliverer Ex. 2:5-15 July 10, 1881 

The Call of Moses.. Ex. 3:1-10 Jan. 18, 1874 

The Call of Moses— Ex. 3:1-12 May 15, 1887 

The Call of Moses.-- Ex. 3:1-12 Dec. 1, 1901 

The Call of Moses Ex. 3:1-14 July 17, 1881 

Moses Called to Deliver Israel ..Ex. 3:1-14 June 2, 1907 

Moses Sent as a Deliverer.... Ex. 3:10-20 May 27, 1894 

Doubts Removed Ex. 4:1-9, 27-31 Jan. 25, 1874 

Moses and Aaron.- Ex. 4:27-31; 5:1-4 July 24, 1881 

Jehovah's Promise Ex. 6:1-8 Feb. 1, 1874 

Moses and the Magicians Ex. 7:8-17 July 31, 1881 

The First Plague. ....Ex. 7:14-22 Feb. 8, 1874 

Moses and Pharaoh Ex. 11:1-10 Dec. 8, 1901 

The Passover Ex. 12:1-14 Aug. 7, 1881 

The Passover Ex. 12:1-14 May 22, 1887 

The Passover Instituted Ex. 12:1-14 June 3, 1894 

The Passover Ex. 12:1-17 Dec. 15, 1901 

The Passover Ex. 12:21-30 June 9, 1907 

Jehovah's Passover ..Ex. 12:21-30, 51 Feb. 15, 1874 

The Exodus ...Ex. 13:17-22 Feb. 22, 1874 

The Passage of the Red Sea Ex. 14:13-27 Dec. 22, 1901 

Israel's Escape from Egypt Ex. 14:13-27 June 16, 1907 

The Red Sea. Ex. 14:19-27 Aug. 14, 1881 

Passage of the Red Sea Ex. 14:19-29 June 10, 1894 

The Red Sea Ex. 14:19-31 Mar. 1, 1874 

The Red Sea Ex. 14:19-31 May 29, 1887 

The Song of Moses Ex. 15:1-11 Mar. 29, 1874 

Bitter Waters Sweetened Ex. 15:22-27 Mar. 8, 1874 

Bread from Heaven Ex. 16:1-5, 31-35 Mar. 15, 1874 

The Manna Ex. 16:1-8 Aug. 21, 1881 

God Feeds Israel in the WUderness.. ..Ex. 16:1-15 July 7, 1907 

The Manna... Ex. 16:4-12 June 5, 1887 

The Giving of Manna Ex. 16:4-15 July 6, 1902 

Defeat of Amalek ..Ex. 17:8-16 Mar. 22, 1874 

The Ten Commandments— Duties Toward God 

Ex. 19:1-20: 11 July 14, 1907 

The Commandments Ex. 20:1-11 Aug. 28, 1881 

The Commandments.... Ex. 20:1-11 June 12, 1887 

The Ten Commandments— Duties to God Ex. 20:1-11 July 13, 1902 

The Ten Commandments Ex. 20:1-17 Apr. 5, 1874 

The Ten Commandments Ex. 20:1-17 July 7, 1895 

The Commandments... Ex. 20:12-21 Sept. 4, 1881 

The Commandments Ex. 20:12-21 June 19, 1887 

The Ten Commandments— Duties to Men Ex. 20:12-17 July 20, 1902 

The Ten Commandments— Duties Toward Men 

Ex. 20:12-17 July 21, 1907 

God's Covenant with Israel... Ex. 24:1-12 July 1, 1888 

The Golden Calf Ex. 32:1-6, 19, 20 Apr. 12, 1874 

Worshipping the Golden Calf Ex. 32:1-6, 30-35 July 27, 1902 

The Golden Calf Ex. 32:1-8, 30-35 July 14, 1895 

The Golden Calf. Ex. 32:1-8, 30-35 July 28, 1907 

The People Forgiven Ex. 32:12-20 Apr. 19, 1874 

The Golden Calf Ex. 32:15-26 July 8, 1888 

Idolatry Punished Ex. 32:26-35 Sept. 11, 1881 

God's Presence Promised Ex. 33:12-23 July 15, 1883 

Missionary Lesson Ex. 35:20-29 June 26, 1887 



220 



APPENDIX. 



Free Gifts for the Tabernacle Ex- 35:20-29 July 22, 1888 

?^SKae.e::::::::::::::::::::::::::::::"|- 4o;i-i3 Aug. 3 1902 

The Tabernacle - - -|- ^g- _ 3. 34 38 Aug. 4 m^ 

The Tabernac e — g- J^; _}« j^.^ 29. 1888 

?£I ?^S^1I set u^:::::::::::::::::::::::i- Ih-^o a,1 26, i874 

The Burnt Offering - - Lev. 1:1-9 Aug. 5 1888 

The Burnt Offering.—. — --^^- V-ll l« oS" 23 1881 

The Peace Offering -Lev. 7 11-18 O^t.^^. »M 

The Five Offerings...... - -"Jj;- iVtu Oct.'^JO.im 

Nadab and Abihu ^v. lu.i ii ^^^^ ^^^ 

Temperance Lesson-. 7X„ in.'i n Tnlv 21 1895 

Nadab and Abihu (Tem. Lev. 0. - 1 July ^1. j»a^ 

Nadab and Abihu (Tem.),--.. ... L^v. 10 1-11 Aug. U), lyu^ 

The Sin of Nadab and Abihu (Tem.). -—Lev. 10 1-11 Aug. U, iw^ 

The Day of Atonement Lev. 16 1-16 Aug. U, l»»» 

The Day of Atonement .-. Lev. 16 5-22 Aug 1«. l«u 

The Day of Atonement.. Lev. 16-1&-30 ^.^f'"''- ^' 

The Three Great Feasts..... - Lev. 23.4-6. lS-21, 33 36^^^ ^^^ ^^^^ 

The Feast of Tabernacles Lev. 23:33-44 Nov 13 1881 

?£I ^^]:^^^::^^r:::^::v^^^- lltif no?. 20: 1881 

The Lord's Ministers.... - Num. 3:5-13 May 17 1874 

Temperance Lesson xr!,^' q'.i«^ 9-? Aup 26 1888 

The Pillar of Cloud and of Fire Num. 9 5-23 Aug. ^b. i»»s 

Journeying toward Canaan Num. 10.-3. 29-o6 Aug. W. lyu^ 

Israel Journeying to Canaan... Num. 10.-3 29-36 Aug^ 25. 1907 

^^^^?Se^e^^:;:::::::::::::::::::Num: i3;i7-2o. 23-33 Aug. 4, 1895 

The Two Reports of the Spies .....Num. 13.17-.0. 2d 33 ^^^ ^ ^^^^ 

a^s tt^ulf^:":::::::::::::::::::::""-'--!-. i4:i-io May 24 im 

The Unbelief of the People Num. 14 1-10 ^if {m 

The Smitten Rock Num. 20 1-13 t^pt. lb. i»»» 

The Smitten Rock Num. 20.7-13 May ^i. i»/4 

The Serpent in the Wilderness Num. 2 1-9 Nov 27 1881 

The Brazen Serpent Num. ^ i_» k^_ ^^^ 

The Brazen Serpent.. JJ^^' ^ :J_5 j^*;^ 7 1374 

The Serpent of Bra^... Num. ^ 4_y ^^ ^^^^ 

The Brazen Serpent g^^ ^^ij^^ig Die. 4. 1881 

Balaam 

Moses Pleading with Israel Deut 6:1-15 Sept 15 1907 

The New Home in Canaan geut. 6 y Aug. 18 ^6^^ 

The True Prophet ^eut. i».y-io 

The Prophet like Moses — ' dIS" 2i;i8-21 Sept. 30 1888 

Temperance Lesson.. ^eut. ^J-JJ ^^ ^4 ^902 

Loving and Obeying God.. Deut. du ii_zu ^p^ ^^^^ 

Last Days of Moses — - g^ut. dz.j*^o 

The Death of Moses — - -ge^t. 34.11^ 

Death and Burial of Moses — Deut' 34 1-12 Sept. 21 1902 

„ J Josh 1-1-9 Jan. 3, 1875 

Joshua Encouraged.- J^°- |:J_^ j^l j igSS 

Joshua, Successor to Moses Josh. 1. a y 

?.^.t5°??„°iL^r °.^ ■'°^^""- -:::::::::::::josh; }:i-u oct. 5, im 



a;;i W&-i^r:::::::::::::::::::Ssh: ..n o<. 6 loo: 



LI8T OF UNIFORM LESSONS. 221 

Crossing the Jordan ..Josh. 3:5-17 Aug. 25, 1895 

Israel Enters the Land of Promise Josh. 3:5-17 Oct. 13, 1907 

Crossing the Jordan .Josh. 3:9-17 Oct. 12,' 1902 

Crossing the Jordan Josh. 3:14-17 Jan. 10, 1875 

Memorial Stones Josh. 4:4-9 Jan. 17, 1875 

The Stones of Memorial Josh. 4:10-24 Oct. 21, 1888 

Preparation for Conquest ..Josh. 5:9-15 Jan. 24, 1875 

The Plains of Jericho Josh. 5:10-15; 6:1-5 July 15, 1883 

The Fall of Jericho Josh. 6:1-16 Oct. 28, 1888 

The Fall of Jericho Josh. 6:8-20 Sept. 1, 1895 

The Capture of Jericho Josh. 6:8-20 Oct. 20, 1907 

Jericho Taken Josh. 6:12-20 Jan. 31, 1875 

The Fall of Jericho Josh. 6:12-20 Oct. 19, 1902 

Defeat at Ai.. ..Josh. 7:1-12 Nov. 4, 1888 

Israel Defeated at Ai Josh. 7:10-26 July 22, 1883 

Achan's Sin Josh. 7:19-26 Feb. 7, 1875 

Ebal and Gerizim ....Josh. 8:30-35 Feb. 14, 1875 

The Reading of the Law. Josh. 8:30-35 July 29, 1883 

Caleb's Reward Josh. 14:5-14 Sept. 8, 1895 

Caleb's Inheritance.. Josh. 14:5-15 Nov. 11, 1888 

Joshua and Caleb... Josh. 14:5-15 Oct. 26, 1902 

Caleb's Inheritance Josh. 14:6-15 Feb. 21, 1875 

Caleb's Faithfulness Rewarded Josh. 14:6-15 Oct. 27, 1907 

The Land Divided Josh. 18:1-10 Feb. 28, 1875 

The Cities of Refuge Josh. 20:1-9 Mar. 7, 1875 

The Cities of Refuge.. ...Josh. 20:1-9 Aug. 5, 1883 

The Cities of Refuge Josh. 20:1-9 Sept. 15, 1895 

The Cities of Refuge Josh. 20:1-9 Nov. 3, 1907 

Cities of Refuge Josh. 20:1-9 Nov. 2, 1902 

Helping One Another Josh. 21:43-45; 22:1-9 Nov. 18, 1888 

The Altar of Witness Josh. 22:21-27 Mar. 14, 1875 

Joshua's Warning... Josh. 23:11-16 Mar. 21, 1875 

God's Mercies to Israel (Review) Josh. 24:1-13 Mar. 28, 1875 

Israel's Promise ..Josh. 24:14-18 Apr. 4, 1875 

Joshua Renewing the Covenant ..Josh. 24:14-25 Sept. 22, 1895 

Joshua's Parting Advice Josh. 2i: 14-25 Nov. 9, 1902 

Joshua Renewing the Covenant with Israel Josh. 24:14-28 Nov. 10, 190? 

The Last Days of Joshua Josh. 24:14-29 Aug. 12, I883 

The Covenant Renewed ..Josh. 24:19-28 Nov. 25, 1888 

The Time of the Judges Judges 2:1-12, 16 Oct. 6, 1895 

Israel Forsaking God Judges 2:6-16 Aug. 19, 1883 

The Time of the Judges .Judges 2:7-16 Nov. 16, 1902 

The Promise Broken Judges 2:11-16 Apr. 11, 1875 

Israel Under Judges Judges 2:11-23 Dec. 2, 1888 

The Call of Gideon ..Judges 6:11-18 Apr. 18, 1875 

Gideon's Army ..Judges 7:1-8 Apr. 25, 1875 

Gideon's Army Judges 7:1-8 Aug. 26, 1883 

Gideon's Army Judges 7:1-8 Dec. 9, 1888 

Gideon and the Three Hundred ..Judges 7:1-8 Nov. 30, 1902 

Gideon and His Three Hundred Judges 7:9-23 Nov. 17, 1907 

The Triumph of Gideon Judges 7:13-23 Oct. 13, 1895 

The Death of Samson Judges 16:21-31 Sept. 2, 1883 

Death of Samson... Judges 16:21-31 Dec. 16, 1888 

The Death of Samson Judges 16:21-31 Dec. 1, 1907 

The Death of Samson Judges 16:25-31 May 2, 1875 

Ruth and Naomi.. Ruth 1:14-22 Sept. 9, 1883 

Ruth's Choice Ruth 1:14-22 Oct. 20, 1895 

Ruth's Wise Choice .Ruth 1:14-22 Dec. 8, 1907 

Ruth and Naomi Ruth 1:16-22 May 9, 1875 

Ruth's Choice ..Ruth 1:16-22 Dec. 23, 1888 

Ruth and Naomi Ruth 1:16-22 Dec. 2, 1902 

A Praying Mother 1 Sam. 1:21-28 May 16, 1875 

A Praying Mother.. 1 Sam, 1:21-28 Sept. 16, 1883 

The Child Samuel 1 Sam. 3:1-10 May 23, 1875 



222 



APPENDIX. 



The Child Samuel 1 Sam. 3:1-13 Oct. 27, 

Samuel Called of God 1 Sam. 3:1-14 July 7, 

The Child Samuel ..1 Sam. 3:1-19 Sept. 23, 

The Boy Samuel ...l Sam. 3:1-21 Dec. 15, 

The Boy Samuel 1 Sam. 3:6-14 Dec. 14, 

The Sorrowful Death of Eli 1 Sam. 4:1-18 July 14, 

Eli's Death 1 Sam. 4:10-18 Oct. 7, 

The Death of Eli - 1 Sam. 4:12-18 May 30, 

Samuel the Reformer 1 Sam. 7:1-12 July 21, 

Samuel the Upright Judge 1 Sam. 7:1-13 Dec. 22, 

Samuel the Judge... 1 Sam. 7:2-13 Dec. 21, 

Samuel the Judge 1 Sam. 7:3-17 Oct. 14, 

Samuel the Judge 1 Sam. 7:5-10 June 6, 

Samuel the Judge 1 Sam. 7:5-15 Nov. 3, 

Israel Asks for a King 1 Sam. 8 July 5, 

Asking for a King 1 Sam. 8:1-10 Oct. 21, 

Israel Asking for a King 1 Sam. 8:1-10 July 5, 

A King Desired 1 Sam. 8:4-9 June 13, 

Israel Asking for a King 1 Sam. 8:4-20 July 28, 

Saul Chosen of the Lord 1 Sam. 9:15-27 Aug. 4, 

Saul Chosen King. 1 Sam. 9, 10 July 12, 

Saul Chosen 1 Sam. 10:17-24 June 20, 

Saul Chosen King.. 1 Sam. 10:17-27 Oct. 28, 

Saul Chosen King... 1 Sam. 10:17-27 Nov. 10, 

Saul Chosen King.. 1 Sam. 10:17-27 July 12, 

Samuel Warns Saul and the People 1 Sam. 12 July 19, 

Samuel's Farewell Address 1 Sam. 12:1-15 Aug. 11, 

Samuel's Farewell Address.. 1 Sam. 12:13-25 Nov. 4, 

Samuel's Farewell Address 1 Sam. 12:13-25 July 19, 

Samuel's Parting Words 1 Sam. 12:20-25 June 27, 

Saul Rejected by the Lord 1 Sam. 15 July 26, 

Saul Rejected 1 Sam. 15:10-23 Jan. 2, 

Saul Rejected by the Lord 1 Sam. 15:10-23 Aug. 18, 

Saul Rejected 1 Sam. 15:10-23 Nov. 17, 

Saul Rejected 1 Sam. 15:12-26 Nov. 11, 

Saul Rejected as King 1 Sam. 15:13-23 July 26, 

David Anointed King 1 Sam. 16:1-13 Jan. 9, 

David Anointed 1 Sam. 16:1-13 Nov. 18, 

The Anointing of David 1 Sam. 16:1-13 Aug. 25, 

David Anointed King 1 Sam. 16:1-13 Dec. 1, 

David Anointed at Bethlehem. .1 Sam. 16:1-13 Aug. 2, 

Samuel Anoints David 1 Sam. 16:4-13 Aug. 2, 

David and Goliath .1 Sam. 17:1—18:5 Aug. 9, 

David and Goliath 1 Sam. 17:32-51 Sept. 1, 

David and Goliath 1 Sam. 17:38-49 Aug. 9, 

David and Goliath 1 Sam. 17:38-51 Jan. 16, 

David and Goliath 1 Sam. 17:38-51 Nov. 25, 

David and Goliath 1 Sam. 17:38-51 Dec. 8, 

David in the Palace 1 Sam. 18:1-16 Jan. 23, 

David's Enemy— Saul ..1 Sam. 18:1-16 Dec. 2, 

Saul Tries to Kill David 1 Sam. 18:5-16 Aug. 16, 

Saul Tries to Kill David 1 Sam. 18:6-16 Aug. 16, 

David and Jonathan.. 1 Sam. 20:1-13 Sept. 8, 

David and Jonathan 1 Sam. 20:12-23 Aug. 23, 

David's Friend— Jonathan 1 Sam. 20:32-42 Dec. 9, 

David and Jonathan. 1 Sam. 20:32-42 Dec. 15, 

David and Jonathan... 1 Sam. 20:35-42 Jan. 30, 

Friendship of David and Jonathan 1 Sam. 20 Aug. 23, 

David Sparing Saul... .1 Sam. 24:1-16 Feb. 6, 

David Sparing His Enemy .1 Sam. 24:1-17 Dec. 16, 

David Sparing Saul 1 Sam. 24:4-17 Sept. 15, 

Temperance Lesson .1 Sam. 25:23-31, 35-38 

Sept. 29, 

David Spares Saul 1 Sam. 26:5-12,21-25 Aug. 30, 

David Spares Saul's Life 1 Sam. 26 Aug. 30, 

Saul and His Sons Slain 1 Sam. 31:1-16 Feb. 13, 

Death of Saul and Joaatban 1 Sam. 31:1-13 Dec. 23, 



LIST OF UNIFORM LESSONS. 223 

Death of Saul and His Sons 1 Sam. 31:1-13 Sept. 22 

Death of Saul and Jonathan 1 Sam. 31:1-13 Sept. 6 

Saul and Jonathan Slain in Battle 1 Sam. 31 Sept. 6; 

David Becomes King 2 Sam. 2:1-10 Sept. 13 

David, King of Judah 2 Sam. 2:1-11 July 5 

David Made King over Judah and Israel 2 Sam. 2:1-7; 5:1-5 Sept. 13 

David King over All Israel ..2 Sam. 5:1-12 July 6 

The Tribes United under David 2 Sam. 5:1-12 Oct. 6 

David King over All Israel 2 Sam. 6:1-12 July 12 

David Established King 2 Sam. 5:17-25 Feb. 20 

The Ark in the House. ...2 Sam. 6:1-12 July 13 

The Ark Brought to Zion 2 Sam. 6:1-12 Oct. 13 

The Ark Brought to Jerusalem 2 Sam 6:1-12 July 19 

David Brings Up the Ark.. 2 Sam. 6:1-12 Oct. 4 

The Ark Brought to Zion... 2 Sam. 6:1-15 Feb. 27 

David Brings the Ark to Jerusalem. 2 Sam. 6 Oct. 4 

God's Covenant with David 2 Sam. 7:1-16 July 20 

God's Promises to David 2 Sam. 7:4-16 July 26 

God's Covenant with David 2 Sam. 7:4-16 Oct. IL 

God's Covenant with David 2 Sam. 7:18-29 Mar. 5, 

David's Thanksgiving Prayer 2 Sam. 7:18-29 Oct. 20, 

Kindness to Jonathan's Son... ..2 Sam. 9:1-13 July 27, 

David's Kindness ...2 Sam. 9:1-13 Aug 

David's Kindness to Jonathan's Son ..2 Sam. 9 Oct. 18 

David's Victories 2 Sam. 10:8-19 Aug. 9 

David's Rebellious Son 2 Sam. 15:1-12 Nov. 3 

Absalom's Rebellion 2 Sam. 15:1-12 Aug. 23 

David and Absalom ...2 Sam. 15:1-12 Nov. 1 

Absalom's Rebellion 2 Sam. 15:1-14 Mar. 12 

Absalom's Rebellion 2 Sam. 15:1-14 Aug. 10, 

Absalom Rebels Against David 2 Sam. 15 Nov. 1 

Absalom's Defeat and Death ...2 Sam. 18:9-17, 32, 33 Aug. 30 

David's Grief for Absalom 2 Sam. 18:18-33 Nov. 10 

Absalom's Death 2 Sam. 18:24-33 Mar. 19 

Absalom's Death 2 Sam. 18:24-33 Aug. 17 

David's Grief over Absalom 2 Sam. 18:24-33 Nov. 8 

David Grieves for Absalom .2 Sam. 18 Nov. 8 

David's Gratitude to God 2 Sam. 22:40-51 Sept. 13 

David's Last Words 2 Sam. 23:1-17 Nov. 17 

The Plague Stayed 2 Sam. 24:15-25 Aug. 24 

Solomon Succeeding David. 1 Kings 1:22-35 Oct. 5 

Solomon Anointed King 1 Kings 1:28-39 Oct. 4 

Solomon Anointed King 1 Kings 1:1—2:12 Nov. 22 

Solomon's Wise Choice 1 Kings 3:4-15 Dec. 6 

Solomon Chooses Wisdom.. 1 Kings 3:4-15 Dec. 6 

Solomon's Choice 1 Kings 3:5-15 Oct. 19 

Solomon's Wise Choice ..1 Kings 3:5-15 Nov. 24 

Solomon's Wise Choice.. 1 Kings 3:5-15 Oct. 11 

Solomon's Wealth and Wisdom 1 Kings 4:25-34 Oct. 18 

Building the Temple .1 Kings 5:1-12 Nov. 1 

The Temple Built ..1 Kings 6:1-14 Oct. 26 

The Dedication of the Temple 1 Kings 8:1-11, 62, 63 Dec. 13 

The Temple Dedicated 1 Kings 8:5-21 July 23 

Solomon's Prayer 1 Kings 8:22-30 July 30 

The Temple Dedicated .1 Kings 8:22-36 Nov. 2 

The Temple Dedicated 1 Kings 8:54-63 Dec. 1 

The Temple Dedicated 1 Kings 8:54-63 Nov. 8 

Solomon Dedicates the Temple 1 Kings 8 Dec. 13 

God's Blessing upon Solomon 1 Kings 9:1-9 Nov. 15. 

Solomon's Prosperity 1 Kings 10:1-10 Aug. 

The Fame of Solomon. ...1 Kings 10:1-10 Nov. 29 

The Queen of Sheba Visits Solomon. 1 Kings 10:1-10 Dec. 20. 

The Wisdom of Solomon 1 Kings 10:1-13 Nov. 9 

Solomon and the Queen of Sheba 1 Kings 10:1-13 Dec. 8, 



224 APPENDIX. 

Solomon's Sin 1 Kings 11:4-13 Nov. 16, 

Solomon's Fall. 1 Kings 11:4-13 Dec. 15, 

Solomon's Sin 1 Kings 11:4-13 Dec. 6, 

Solomon's Downfall .1 Kings 11:4-13 Dec. 20, 

Close of Solomon's Reign ..1 Kings 11:26-43 Dec. 22, 

The Kingdom Divided... ..I Kings 12:1-17 Jan. 4. 

The Kingdom Divided ..1 Kings 12:1-24 Jan. 1, 

Revolt of the Ten Tribes 1 Kings 12:6-17 July 5, 

The Kingdom Divided. 1 Kings 12:12-20 Jan. 7, 

The Kingdom Divided 1 Kings 12:12-20 July 3, 

Tne Kingdom Divided ...1 Kings 12:16-25 July 3, 

The Sin of Jeroboam. 1 Kings 12:25-33 Jan. 14, 

Idolatry Established 1 Eangs 12:25-33 July 12, 

Idolatry in Israel 1 Kings 12:25-33 Jan. 11, 

Jeroboam's Idolatry 1 Kings 12:25-33 July 10, 

Jeroboam Makes Idols for Israel to Worship 1 Kings 12:25-13:6 Jan. 8, 

Omri and Ahab Lead Israel into Greater Sin.-.l Kings 16:15-33 Jan. 22, 

Omri and Ahab ...1 Kings 16:23-33 July 31, 

Omri and Ahab.. 1 Kings 16:23-34 Jan. 21, 

Omri and Ahab. 1 Kings 16:23-34 July 19, 

Elijah the Tishbite 1 Kings 17:1-16 Jan. 28, 

Elijah the Tishbite 1 Kings 17:1-16 July 26, 

God's Care of Elijah 1 Kings 17:1-16 Jan. 18, 

Elijah, the Prophet ..1 Kings 17:1-16 July 10, 

God Taking Care of Elijah... 1 Kings 17:1-16 Aug. 7, 

Elijah the Prophet Appears in Israel 1 Kings 17 Feb. 5, 

Elijah Meeting Ahab... ..1 Kings 18:1-18 Aug. 2, 

Obadiah and Elijah 1 Kings 18:1-16 Aug. 14: 

Elijah and Ahab 1 Kings 18:5-18 Feb. 4, 

Elijah's Victory Over the Prophets of Baal 1 Kings 18:1, 2, 17^0 Feb. 12, 

Elijah and the Prophets of Baal 1 Kings 18:19-29 Feb. 11, 

The Prophets of Baal 1 Kings 18:19-29 Aug. 9, 

Elijah and the Prophets of Baal -_1 Kings 18:25-39 Jan. 25, 

Elijah on Carmel 1 Kings 18:30-39 July 17. 

The Prophet of the Lord 1 Kings 18:30-46 Aug. 16, 

Elijah and His Sacrifice 1 Kings 18:36-46 Feb. 18, 

Elijah on Mount Carmel 1 Kings 18:30-46 Aug. 21, 

Elijah's Flight and Return 1 Kings 18:41-19:21 Feb. 19, 

Elijah Discouraged.- 1 Kings 19:1-8 Aug. 28, 

Elijah's Flight and Encouragement. 1 Kings 19:1-16 July 24, 

Elijah at Horeb 1 Kings 19:1-18 Aug. 23, 

Elijah at Horeb 1 Kings 19:1-18 Feb. 1, 

Elijah at Horeb... 1 Kings 19:8-18 Feb. 25, 

Elijah Encouraged 1 Kings 19:9-18 Sept. 4, 

Defeat Through Drunkenness (Tem.) 1 Kings 20:12-21 Mar. 19, 

Ahab's Covetousness 1 Kings 21:1-16 Feb. 8, 

The Story of Naboth ....1 Kings 21:4-14 Mar. 4, 

Naboth's Vineyard... 1 Kings 21:4-16 July 31, 

The Story of Naboth 1 Kings 21:4-19 Aug. 30, 

Elijah Meets Ahab in Naboth's Vineyard 1 Kings 21 Feb. 26, 

Elijah Taken to Heaven.. 2 Kings 2:1-11 Feb. 15, 

Elijah Taken up into Heaven. 2 Kings 2:1-11 Sept. 11, 

Elijah Translated 2 Kings 2:1-12 Mar. 11, 

Elijah Translated 2 Kings 2:1-15 Sept. 6, 

Elijah Goes Up by a Whirlwind into Heaven. .2 Kings 2:1-18 Mar. 5, 

Elijah's Spirit on Elisha 2 Kings 2:6-15 Aug. 7, 

The Mantle of Elijah 2 Kings 2:9-15 Apr, 7, 

Elijah's Successor... ..2 Kings 2:12-22 Feb. 22, 

Elisha Succeeds Elijah ..2 Kings 2:12-22 Oct. 2, 

The Spirit on Elisha .2 Kings 2:13-25 Mar. 18, 

The Waters Healed 2 Kings 2:19-25 Apr. 14, 

The Widow's Oil Increased... ..2 Kings 4:1-7 Apr. 21, 

The Oil Increased 2 Kings 4:1-7 Apr. 1, 

The Widow's Oil Increased... 2 Kings 4:1-7 Oct. 9, 

Eliflha the Prophet Restores a Child to Life... .2 Kings 4:8-37 Mar. 12, 



L//ST OF UXIFORM LESS0N8. 225 

Is It Well with the Child?.— 2 Kings 4:18-26 Apr. 28, 1872 

The Shunammite's Son... 2 Kings 4:18-37 Sept. 13, 1885 

The Shunammite's Son ..2 Kings 4:25-37 Apr. 8, 1877 

The Shunammite's Son 2 Kings 4:25-37 Mar. 1, 1891 

The Shunammite's Son 2 Kings 4:25-37 Aug. 14, 1898 

Elisha and the Shunammite ....2 Kings 4:25-37 Oct. 16, 1904 

The Child Restored to Life 2 Kings 4:29-37 May 5, 1872 

The Little Captive 2 Kings 5:1-7 May 12, 1872 

Naaman, the Leper ...2 Kings 5:1-14 Apr. 15, 1877 

Naaman Healed 2 Kings 5:1-14 Mar. 8, 1891 

Naaman Healed.. 2 Kings 5:1-14 Aug. 21, 1898 

Elisha and Naaman ....2 Kings 5:1-14 Oct. 23, 1904 

Elisha Heals Naaman the Syrian.. .2 Kings 5 Apr. 2, 1911 

Naaman the Syrian 2 Kings 5:1-16 Sept. 20, 1885 

The Leper Healed 2 Kings 5:8-14 May 19, 1872 

Gehazi Punished 2 Kings 5:15-27 Mar. 15, 1891 

Gehazi's Sin .2 Kings 5:20-27 May 26, 1872 

Gehazi, the Leper 2 Kings 5 :2(>-27 Apr. 22, 1877 

Elisha's Defenders 2 Kings 6:8-18 June 2, 1S72 

Elisha at Dothan .-..2 Kings 6:8-18 Apr. 29, 1877 

Elisah's Defenders 2 Kings 6:8-18 Mar. 22, 1891 

Elisha at Dothan ....2 Kings 6:8-18 Aug. 28, 1898 

Elisha at Dothan 2 Kings 6:8-23 Oct. 4, 1885 

Elisha at Dothan 2 Kings 6:8-23 Oct. 30, 1904 

Elisha's Heavenly Defenders 2 Kings 6:8-23 Apr. 9, 1911 

God's Deliverance ...2 Ki iga 7:1-11 June 9, 1872 

Saved from Famine 2 Kings 7:1-16 Apr. 5, 1891 

The Famine in Samaria 2 Kings 7:1-17 Oct. 11, 1885 

The Famine in Samaria 2 Kings 7:12-20 May 6, 1877 

Jehu's False Zeal ....2 Kings 10:15-31 Oct. 18,1885 

The Good and Evil in Jehu 2 Kings 10:18-31 Apr. 12, 1891 

Jehu the King 2 Kings 10:20-31 May 13, 1877 

Joash, the Boy King 2 Kings 11:1-16 Nov. 6,1904 

Joash, the Boy King, Crowned in Judah 2 Kings 11:1-20 Apr. 16, 1911 

Joash Repairs the Temple 2 Kings 11:21-12:16 Apr. 23, 1911 

The Temple Repaired 2 Kings 12:1-15 Oct. 25, 1885 

Joash Repairs the Temple 2 Kings 12:4-15 Nov. 13, 1904 

The Death of Elisha 2 Kings 13:14-21 May 27, 1877 

Death of Elisha... 2 Kings 13:14-25 Nov. 1, 1885 

The Death of Elisha 2 Kings 13:14-25 Sept. 4, 1898 

The Downfall of Samaria... 2 Kings 17:1-18 June 18, 1911 

The Captivity of Israel 2 Kings 17:6-18 June 17, 1877 

Captivity of Israel 2 Kings 17:6-18 May 24, 1891 

Captivity of the Ten Tribes ...2 Kings 17:6-18 Dec. 11, 1904 

Captivity of the Ten Tribes 2 Kings 17:9-18 Sept. 18, 1898 

Hezekiah's Good Reign ..2 Kings 18:1-12 Nov. 22, 1885 

The Assyrian Invasion .2 Kings 19:20-22, 28—37 

Nov. 13, 1898 

Hezekiah's Prayer .2 Kings 20:1-11 June 16, 1872 

Hezekiah's Prayer Answered . 2 Kings 20:1-17 Nov. 29, 1885 

Josiah and the Book of the Law 2 Kings 22:1-13 Jan. 3, 1886 

The Book of the Law Found 2 Kings 22:8-20 Dec. 4, 1898 

Judah Carried Captive 2 Kings 24:10-16 June 23, 1872 

Captivity of Judah 2 Kings 25:1-12 Jan. 24, 1883 

Captivity of Judah 2 Kings 25:1-12 June 21, 1891 

God's Promise to David 1 Chron. 17 Oct. 11, 1908 

David's Love for God's House 1 Chron. 22:6-16 Sept. 6, 1896 

David's Charge to Solomon.. 1 Chron. 22:6-19 Oct. 12, 1884 

David's Charge to Solomon 1 Chron. 28:1-10 July 2, 1876 

David's Charge to Solomon... 1 Chron. 28:1-10 Nov. 29, 1903 

Solomon's Choice 2 Chron. 1:1-17 July 9, 1876 

Solomon's Temple 2 Chron. 3:1-17 July 16, 1876 

Rehoboam, First King of Judah 2 Chron. 12:1-12 Jan. 6, 1878 

Asa Faithful to His God... 2 Chron. 14:1-11 Jan. 13, 1878 

16 



226 



APPENDIX. 



Asa's Good Reifrn 2 Chron. 14:1-12 July 17, 1904 

Reformation under Asa 2 Chron. 14:2-12 Oct. 2, 1898 

Asa's Good Reign in Judah 2 Chron. 15:1-15 Jan. 15, 1911 

The Covenant Renewed 2 Chron. 15:8-15 Jan. 20, 1878 

Jehoshaphat's Prosperity 2 Chron. 17:1-10 Jan. 27, 1878 

Jehoshaphat'3 Good Reign.. 2 Chron. 17:1-10 Oct. 9, 1898 

Jehoshaphat's Good Reign in Judah 2 Chron 17:1-13 Jan. 29, 1911 

Jehoshaphat Reproved.. 2 Chron. 19:1-9 Feb. 3, 1878 

Jehoshaphat's Reform ..2 Chron. 19:1-11 July 24, 1904 

Jehoshaphat Helped of God ...2 Chron. 20:14-22 Feb. 10, 1878 

Joash Repairing the Temple 2 Chron. 24.4-13 Feb. 17, 1878 

The Temple Repaired ..2 Chron. 24:4-13 Oct. 16, 1898 

The Temple Repaired.... ..2 Chron. 24:4-14 May 31, 1891 

Uzziah, King of Judah, Humbled 2 Chron. 26 May 7, 1911 

Uzziah's Pride Punished. 2 Chron. 26:16-23 Feb. 24, 1878 

Abaz's Persistent Wickedness 2 Chron. 28:19-27 Mar. 3, 1878 

Hezekiah's Good Reign. ..2 Chron. 29:1-11 Mar. 10, 1878 

Hezekiah, the Good King 2 Chron. 29:1-11 June 7, 1891 

Hezekiah Reopens the Temple 2 Chron. 29:18-31 Dec. 4, 1904 

Hezekiah's Great Passover... 2 Chron. 30:1-13 Nov. 6, 1898 

Hezekiah's Great Passover 2 Chron. 30 June 11, 1911 

Hezekiah and the Assyrians 2 Chron. 32:9-21 Mar. 17, 1878 

Sennacherib's Invasion 2 Chron. 32:9-23 July 2, 1905 

Manasseh Brought to Repentance 2 Chron. 33:9-16 Mar. 24, 1878 

Manasseh's Sin and Repentance. 2 Chron. 33:9-16 Nov. 20, 1898 

Manasseh 'a Sin and Repentance 2 Chron. 33:1-16 July 30, 1905 

Manasseh's Wickedness and Penitence ..2 Chron. 33:1-20 July 16, 1911 

Josiah's Early Piety.... 2 Chron. 34:1-8 Apr. 7, 1878 

Josiah's Good Reign 2 Chron. 34:1-13 Aug. 6, 1905 

Josiah's Devotion to God 2 Chron. 34:1-13 July 23, 1911 

The Scriptures Found and Searched 2 Chron. 34:14-22 Apr. 14, 1878 

Josiah and the Book of the Law ..2 Chron. 34:14-28 Aug. 13, 1905 

The Book of the Law Found.. 2 Chron. 34:14-28 June 14, 189i 

The Finding of the Book of the Law 2 Chron. 34:14-33 July 30, 191i 

The Captivity of Judah ...2 Chron. 36:11-21 Sept. 3, 1905 

The Decree of Cyrus 2 Chron. 36:22-23 June 23, 1878 

The Second Temple.... Ezra 1:1-4; 3:8-13 Feb. 21, 1886 

Returning from the Captivity. Ezra 1:1-11 Jan. 1, 1893 

1 '.eturning from Captivity ..Ezra 1:1-11 Aug. 27, 1899 

Returning from Captivity Ezra 1:1-11 Oct. 15, 1905 

The Return from the Captivity... .Ezra 1:1-11; 2:64-70 Oct. 15, 1911 

The Second Temple Ezra 3:1-13 Jan. 5, 1879 

Rebuilding the Temple Ezra 3:1-13 Jan. 8, 1893 

The Foundation of the Second Temple Laid... Ezra 3:1-4; 5 Oct. 22, 1911 

Rebuilding the Temple .Ezra 3:10-4:5 Sept. 3, 1899 

Rebuilding the Temple Ezra 3:10-4:5 Oct. 22, 1905 

The Dedication .Ezra 6:14-22 Jan. 12, 1879 

Dedicating the Temple Ezra 6:14-22 Feb. 5, 1893 

Ezra's Joxirney to Jeniaalem Ezra 8:21-32 Oct. 22, 1899 

Ezra's Journey to Jerusalem Ezra 8:15-36 Nov. 19, 1911 

Nehemiah's Prayer Neh. 1:1-11 Feb. 28, 1886 

Nehemiah's Prayer ..Neh. 1:1-11 Feb. 12, 1893 

Nehemiah's Prayer .Neh. 1:1-11 Nov. 5, 1899 

Nehemiah's Prayer Neh. 1:1-10 Nov. 19, 1905 

Nehemiah's Prayer Neh. 1 Nov. 26, 1911 

The Mission of Nehemiah ...Neh. 2:1-8 Jan. 19, 1879 

The Builders Interrupted Neh. 4:7-18 Jan. 26, 1879 

Rebuilding the Walls of Jerusalem Neh. 4:7-18 Nov. 12, 1899 

Rebuilding the Walls of Jerusalem Neh. 4:7-20 Dec. 3, 1905 

Rebuilding the Wall Neh. 4:9-21 Feb. 19, 1893 

Nehemiah Rebuilds the Wall of Jerusalem Neh. 4 Dec. 3, 1911 

Nehemiah and His Enemies Neh. 6 Dec. 10, 1911 

The Reading of the Law Neh. 8:1-8 Feb. 2. 1879 



LIST OF UNIFORM LESSONS. 227 

Rpadine the Law Neh. 8:1-12 Mar. 7, 1886 

Readnlth^Law Neh. 8:1-12 Feb. 26, 1893 

R^adini and Obeyini'the Law Neh. 8:8-18 Dec. 10, 1905 

Public Reading of the Scriptures Neh. 8:1-12 Nov. 19, 1899 

Ezra Teaches the Law - Neh. 8 Dec. 17, 1911 

The Keeping of the Sabbath Neh. 13:15-22 Feb. 9, 1879 

Keeping the Sabbath - Neh. 13:15-22 Mar. 5, 1893 

Keepini the Sabbath - -Neh. 13:15-22 Dec. 3. 1899 

Haman's Plot Against the Jews Esther 3:1-11 Oct. 8, 1899 

Esther Pleading for Her People Esther 4:1-5:3 V^'^'A' ioU 

Oiippn Esther - Esther 4:10-17 Apr. 20, 1879 

Esther's Petition " Esther 4:10-17; 5:1-3 Mar. 14, 1883 

Esther Pleads for Her People Esther 4:10-5:3 Nov. 5. 1905 

Esther Before the King - Esther 4:10-17; 5:1-3 Mar. 12, 1893 

Esther Pleading for Her People Esther 8:3-8. 15-17 Oct. 15, 1899 

Ezra's Journey to Jerusalem Esther 8:21-32 Nov. 12, 190o 

The Afflictions of Job.... - Job 2:1-10 Apr. 22, 1893 

Afflictions Sanctified Job 5:17-27 /'P^^ \l^l 

Job's Appeal to God Job 23: -10 Apr. 16, 1893 

Sanctified Affliction Job 33:14-30 A^P^^ lilt 

Prosperity Restored -—Job 42:1-10 Apr. 13, 1879 

Job's Confession and Restoration... Job 42:1-10 Apr. 23, 1893 

The Way of the Righteous ..Psalms 1:1-6 Feb. 16, 1879 

The Way of the Righteous .Psalms 1:1-6 Apr. 3, 1892 

The King of Zion Psalms 2:1-12 Feb. 23, 1879 

Missionary Lesson Psalms 2:1-12 Mar. 25, 1888 

The King in Zion Psalms 2:1-12 Apr. 10, 1892 

The Anointed King (Missionary).. Psalms 2:1-12 June 17, 1894 

God's Works and Word Psalms 19:1-14 Aug. 31, 1884 

God's Works and Word Psalms 19:1-14 Apr. 17, 1892 

The Lord My Shepherd ..- Psalms 23:1-6 Apr. 24, 1892 

David's Trust in God Psalms 23 Nov. 15, 1903 

The Lord Our Shepherd... Psalms 23 Nov. 15, 1908 

Confidence in God.. Psalms 27:1-14 Sept. 7, 1884 

The Joy of Forgiveness. Psalms 32:1-11 Mar. 9, 1879 

Sin, Forgiveness and Peace Psalms 32:1-11 Oct. 27, 1889 

David's Confession and Forgiveness Psalms 32:1-11 Aug. 16, 1898 

David's Joy Over Forgiveness Psalms 32 Oct. 25, 1903 

The Joy of Forgiveness Psalms 32 Oct. 25, 1908 

Waiting for the Lord.. ..Psalms 40:1-17 Sept. 14, 1884 

The Prayer of the Penitent ..Psalms 51:1-13 Mar. 2, 1879 

The Prayer of the Penitent Psalms 51:1-13 May 1, 1892 

David's Confession Psalms 51:1-17 Oct. 18, 1903 

David's Repentance Psalms 51:1-19 A^g- 3, 1884 

Missionary Lesson Psalms 67:1-7 Dec. 30, 1888 

Missionary Lesson Psalms 67:1-7 Sept. 29, 1889 

Messiah's Reign (Missionary) ...Psalms 72:1-19 June 26, 1892 

Missionary Lesson.. ..Psalms 72:1-20 Mar. 30, 1890 

Delight in God's House Psalms 84:1-12 Mar. 16, 1879 

Delight in God's House.... Psalms 84:1-12 May 8, 1892 

A Psalm of Deliverance Psaims 85 Oct. 29, 1911 

Psalms of Deliverance Psalms 85 and 126 Oct. 29, 1899 

A Song of Praise Psalms 103:1-22 Sept. 21, 1884 

A Song of Praise Psalms 103:1-22 May 15, 1892 

Missionary Lesson. Psalms 110:1-7 Dec. 29, 1889 

Joy in God's House Psalms 122:1-9 Oct. 1, 1899 

Pilgrim Songs Psalms 121 and 122 Dec. 24, 1905 

Psalms of Deliverance Psalms 126 and 85 Oct. 29, 1899 

The Captives in Babylon ....Psalms 137:1-9 ,P^\^' ]°ll 

The All-Seeing God Psalms 139:1-12 Mar. 23, 1879 

Proverbs of Solomon Prov. 1:1-16 Nov. 23, 1884 

The Proverbs of Solomon. - r^., Prov. 1:1-19 0«t. ib, 1896 



228 



APPENDIX. 



The Call of Wiadom Prov. 1:20-33 Aug. 13 

Wisdom's Warning .-. ..Prov. 1:20-33 Apr. 30 

Rewards of Obedience Prov. 3:1-17 Nov. 22 

The Vr.lue of Wisdom. Prov. 3:1-19 Aug. 20 

The Value of Wisdom Prov. 3:11-24 May 7 

Day of Universal Prayer for Sunday Schools.. .Prov. 3:1-26 Oct, 18, 

Temperance Lesson Prov .4:10-19 Nov. 27 

Temperance Lesson ..Prov. 4:13-19 Sept, 27 

Honest Industry - Prov. 6:6-22 Aug. 27 

True Wisdom Prov. 8:1-17 Nov. 30 

Fruits of Wisdom - Prov. 12:1-15 May 14 

Destructive Vices (Tem.)... Prov. 16:22-33 Sept. 20 

Wine a Mocker (Tem.) Prov. 20:1-7 Mar. 18 

The Curse of Strong Drink (Tem.) Prov. 20:1; 23:20, 21, 29-35 

Nov, 22 

Timely Admonitions (Tem. ) Prov. 23 : 15-23 Mar, 1 9 

Cautions Against Intemperance (Tem. ) Prov, 23:1 5-25 Dec, 1 3 

Intemperance Prov. 23:29-35 Sept. 3 

Drunkenness - Prov. 23 :29-35 Dec. 7 

Temperance Lesson Prov. 23 :29-35 Dec. 29 

Against Intemperance Prov. 23:29-35 May 21 

The Woes of the Drunkard (Tem.) Prov. 23:29-35 June 17 

Woes of Intemperance (Tem.) Prov. 23:29-35 Nov. 26 

Temperance Lesson Prov. 23 :29-35 Sept. 22 

Temperance Lesson Prov. 23:29-35 Mar. 25 

Temperance Lesson Prov. 23:29-35 Mar. 29 

Temperance Lesson Prov, 23:29-35 Mar. 28 

Temperance Lesson Prov. 23:29-35 May 8 

The Excellent Woman Prov. 31:10-31 Sept, 10 

The Excellent Woman.... Prov. 31:10-31 May 28 

Vanity of Worldly Pleasures Eccles, 2:1-13 Dec. 14 

Reverence and Fidelity Eccles. 5:1-12 June 4 

The Creator Remembered Eccles. 12:1-7, 13, 14 June 11 

A Godly Life - Eccles. 12:1-14 Sept. 17 

The Creator Remembered Eccles. 12:1-14 Dec. 21 

The Sinful Nation Isaiah 1:1-18 Dec. 6 

Isaiah's Message to Judah Isaiah 1:1-9, 16-20 Nov. 20 

Missionary Lesson. ..Isaiah 2:2-4; 11:1-10 Apr. 7 

Song of the Vineyard (Tem.) Isaiah 5:1-12 May 21 

Temperance Lesson Isaiah 5:8-30 Nov. 24 

Temperance Lesson Isaiah 5:11-23 Mar. 29 

The Woes of Intemperance (Tem.) Isaiah 5:11-23 Nov. 24 

Temperance Lesson Isaiah 5:11-23 Nov. 25 

Temperance Lesson Isaiah 5:11-23 Sept. 27 

Isaiah Called to Service Isaiah 6:1-13 Oct. 23; 

Isaiah's Vision and Call to Service (Home Mis- 
sion Lesson) Isaiah 6 May 14 

Christmas Lesson.. Isaiah 9:1-7 Dec. 22 

The Character of the Messiah Isaiah 9:1-7 Dec. 24 

The Prince of Peace (Christmas) Isaiah 9:1-7 Dec. 18 

The Prince of Peace (Christmas)... Isaiah 9:1-7 Dec. 22 

The Prince of Peace (Christmas) Isaiah 9:2-7 Dec. 23 

Christ's Coming Foretold (Christmas) Isaiah 9:2-7 Dec. 24 

The Babe and the King (Christmas) Isaiah 9:6-7 Dec. 25 

Missionary Lesson Isaiah 11:1-10 Mar. 29 

The Kingdom of Christ Isaiah 11:1-10 Jan. 3 

Messiah's Kingdom Foretold Isaiah 11:1-10 Oct. 30 

Missionary Lesson Isaiah 2:2-4; 11:1-10 Apr. 7 

A Song of Salvation Isaiah 26:1-10 Jan. 10; 

Temperance Lesson Isaiah 28:1-7 Nov. 23, 

Temperance Lesson ...Isaiah 28:1-13 Nov. 27 

Overcome with Wine (Tem.) Isaiah 28:1-13 Jan. 17; 

World's Temperance Sunday Isaiah 28:1-13 Nov, 29, 

Woes of Drunkenness Isaiah 28:7-1:? Mar, 24 



LIST OF UNIFORM LESSONS. 



229 



Temperance Lesson Isaiah 28:1-18 June 28, 

Missionary Lesson. Isaiah 35:1-10 Mar. 31 

Hezekiah's Prayer and Deliverance. Isaiah 37:14-21, 33-38 Jan. 24 

Isaiah's Prophecy Concerning Sennacherib Isaiah 37:14-38 July 2 

Hezekiah's Prayer Isaiah 38:1-8 July 9 

The Blessings of the Gospel (Missionary) Isaiah 40:1-10 Mar. 27 

The Coming Saviour,. ...Isaiah 42:1-10 Apr. 27 

The Vanity of Graven Images (Missionary) Isaiah 44:9-20 Mar. 19 

The Suffering Saviour ...Isaiah 53:1-12 May 4 

The Suffering Saviour ...Isaiah 53:1-12 Dec. 13 

The Suffering Saviour Isaiah 53:1-12 Jan. 31 

The Suffering Saviour Isaiah 52:13-^:12 July 16 

The Suffering Servant of Jehovah ...Isaiah 52:13— 53:12 July 9 

The Saviour's CalL. Isaiah 55:1-11 May 11 

The Gracious Invitation Isaiah 55:1-11 Dec. 20, 

The Gracious Invitation Isaiah 55:1-13 July 23 

The Gracious Call ...Isaiah 55:1-13 Feb. 7 

Missionary Lesson Isaiah 55:8-13 June 29 

Missionary Lesson ...Isaiah 60:1-12 June 28 

Missionary Lesson Isaiah 61:4-11 June 24 

Jeremiah Predicting the Captivity Jer. 8:20-22; 9:1-16 Jan. 10, 

Jeremiah Tried and Acquitted Jer. 26 Aug, 

The New Covenant Jer. 31:27-37 Feb. 14 

Jeremiah in Prison Jer. 33:1-9 Apr. 21 

The Rechabites Jer. 35:12-19 Apr. 28 

The Faithful Rechabites Jer. 35:12-19 Jan. 17 

Jehoiakim's Wickedness Jer. 36:19-31 Feb. 21 

Trying to Destroy God's Word Jer. 36:20-32 Dec. 11 

Jehoiakim Burns the Word of God. Jer. 36:21-32 Aug. 20 

Jehoiakim Burns the Prophet's Book Jer. 36 Aug. 13 

Jeremiah Persecuted Jer. 37:11-21 Feb. 28 

Jeremiah Cast into Prison Jer. 37 Aug. 20 

Jeremiah in the Dungeon Jer. 38:1-13 Aug. 27 

The Downfall of Judah Jer. 39:1-10 Mar. 6 

Judah Carried Captive to Babylon .Jer. 39 Aug. 27 

The Captivity of Judah. ..Jer. 52:1-11 May 5 

The Captivity of Judah Jer. 52:1-11 Dec. 18 

The Prophet Ezekiel a Watchman... Ezek. 3 Oct. 1 

Prophecy against Tyre Ezek. 26:7-14 June 1 

The New Heart ....Ezek. 36:25-36 Aug. 6 

Promise of a New Heart.. Ezek. 36:25-38 Mar. 13 

The Valley of Dry Bones Ezek. 37:1-10 June 8 

Ezekiel's Great Vision Ezek. 37:1-14 Aug. 13 

The River of Salvation ...Ezek. 47:1-12 Aug. 20 

The Life-Giving Stream Ezek. 47:1-12 Sept. 10, 

The Life-Giving Stream Ezek. 47:1-12 Oct. 8, 

Daniel's Temperance Society Dan. 1:8-17 Oct. 13 

The Captives in Babylon Dan. 1:8-17 May 12, 

Temperance Lesson Dan. 1:8-17 June 29 

Daniel's Abstinence (Tem.) ....Dan. 1:8-20 Sept. 23 

Daniel and His Companions (Tem.) Dan. 1:8-20 Sept. 10, 

Danielin Babylon ...Dan. 1:8-21 Jan. 31 

Daniel in Babylon. Dan. 1:8-21 Sept. 17 

Daniel and His Comoaniona (Tem.) Dan. 1:8-21 May 22 

Daniel in Babylon CTem.) Dan. 1:8-21 July 9 

The Furious King Dan. 2:10-19 Oct. 20 

The Interpreter Dan. 2:27-35 Oct. 27 

Nebuchadnezzar's Dream Dan. 2:36-45 May 19 

Nebuchadnezzar's Dream Dan. 2:36-49 May 29 

The Brave Young Men Dan. 3:13-18 Nov. 3 

The Fiery Furnace Dan. 3:13-25 June 5 

The Hebrews in the Fiery Furnace Dan. 3:14-28 July 16 

The Fiery Furnace Dan. 3:16-28 Feb. 7 

The Young Men in the Fire Dan. 3:19-26 Nov. 10 



1891 
1889 
1892 
1911 
1905 
1892 
1879 
1893 
1879 
1885 
1892 
1905 
1911 
1879 
1885 
1905 
1892 
1890 
1891 
1888 



1911 
1892 
1878 
1878 
1886 
1892 
1898 
1905 
1911 
1892 
1911 
1905 
1892 
1911 
1878 
1898 

1911 
1879 
1899 
1892 
1879 
1899 
1899 
1905 
1911 

1872 
1878 
1890 
1894 
1911 
1886 
1905 
1892 
1899 
1872 
1872 
1878 
1892 
1872 
1893 
1899 
1886 
1872 



230 APPENDIX. 

The Fiery Furnace Dan. 3:21-27 May 26, 

Daniel'a Companion in the Fiery Furnace Dan. 3 Sept. 17, 

The Outcast King Dan. 4:2fr-33 Nov. 17, 

Temperance Lesson Dan. 5:1-6 Sept. 28, 

The Handwriting on the Wall.... Dan. 5:1-12, 25-28 Feb. 14, 

Temperance Lesson - ..Dan. 5:1-13 Mar. 20, 

The Handwriting on the Wall Dan. 5:17-31 July 23, 

The Handwriting on the Wall Dan. 5:22-31 Nov. 24, 

The Handwriting on the Wall Dan. 5:22-31 June 2, 

Daniel and Belshazzar... -- Dan. 5:17-30 Oct. 1, 

Belshazzar's Feast and Fate (World's Temper- 
ance Sunday) Dan. 5 Nov. 12, 

The Conspiracy Dan. 6:4-10 Dec. 1, 

Daniel in the Den of Lions Dan. 6:10-23 July 30, 

Daniel in the Lions' Den Dan. 6:10-23 Oct. 8, 

In the Den of Lions Dan. 6:14-23 Dec. 8, 

Daniel in the Lions' Den Dan. 6:14-23 June 9, 

The Den of Lions Dan. 6:16-28 June 12, 

Daniel in the Lions' Den.. Dan. 6 Sept. 24, 

Messiah's Klingdom Dan. 7:9-14 June 16, 

Prayer and Answer Dan. 9:16-23 Dec. 15, 

The Wonderful Deliverance Dan. 12:1-12 Dec. 22, 

World's Temperance Sunday Hosea 7 Nov. 10, 

Sin the Cause of Sorrow Hosea 10:1-15 May 7, 

The Promise of Revival Hosea 14:1-9 June 10, 

Gracious Invitations Hosea 14:1-9 July 2, 

Israel's Penitence and God's Pardon Hosea 14 June 4, 

The Holy Spirit Promised Joel 2:28-32 May 25, 

Israel Often Reproved Amos 4:4-13 May 3, 

The Lamentation of Amos Amos 5:1-15 June 3, 

Israel Reproved. Amos 5:4-15 Sept. 18, 

Sinful Indulgence (Tem.) Amos 6:1-8 Sept. 11, 

Israel's Overthrow Foretold Amos 8:1-14 May 10, 

The Story of Jonah Jonah 1:1-17 Nov. 8, 

Jonah Sent to Nineveh Jonah 1:1-17 Apr. 19, 

Jonah at Nineveh Jonah 3:1-10 May 20, 

Effect of Jonah's Preaching Jonah 3:1-10 Nov. 15, 

Nineveh Brought to Repentance Jonah 3:1-10 Apr. 26, 

God's Pity for the Heathen (Foreign Mission 

Lesson - - Jonah 3:1—4:11 Apr. 30, 

The Saviour's Kingdom .Micah 4:1-8 Ma,y 18, 

Micah's Picture of Universal Peace (Int. Peace 

Lesson) Micah 4:1-8 May 28, 

With Review Lesson Nahum 1:1-13 June 24, 

Encouraging the People Hag. 2:1-9 Jan. 15, 

Encouraging the Builders Hag. 2:1-9 Sept. 10, 

Joshua, the High Priest Zech. 3:1-10 Jan. 22, 

The Spirit of the Lord Zech. 4:1-10 Jan. 29, 

The Need of God's Spirit Zech. 4:1-14 June 15, 

Power through the Spirit Zech. 4:1-14 Sept. 17, 

Power through God's Spirit Zech. 4 : 1-10 Oct. 29, 

Lessons in Giving Mai. 1:6-11; 3:8-12 Dec. 10, 

Messiah's Messenger.. Mai. 3:1-6-4:1-6 Mar. 21, 

Messiah's Kingdom (Missionary) Mai. 3:1-12 June 18, 

Preparation for the Messiah Mai. 3:1-12 Dec. 17, 

Malachi Rebuking and Encouraging Judah Mai. 3:1—4:3 Dec. 24, 

Consecration to God Mai. 3:8-18 June 22, 

Fr uita of Right and Wrong Doing MaL 3 : 13—4 :6 Dec. 1 7, 



LIST OF UNIFORM LESSONS. 231 

The Child Jesus Matt. 2:1-10 July 6, 1873 

The Birth of Jesus (Christmas) Matt. 2:1-11 Dec. 24, 1893 

Christmas Lesson. Matt. 2:1-11 Dec. 23, 1900 

The Infant Messiah Matt. 2:1-12 Jan. 4, 1880 

The Infant Jesus.. Matt. 2:1-12 July 3, 1887 

Visit of the Wise Men Matt. 2:1-12 July 15, 1894 

The Wise Men Find Jesus Matt. 2:1-12 Jan. 14, 1906 

The Birth of Christ (Christmas) Matt. 2:1-12 Dec. 20, 1896 

The Birth of Christ (Christmas). Matt. 2:1-12 Dec. 20, 1903 

Christmas Lesson ...Matt. 2:1-12 Dec. 22, 1907 

The Birth of Christ Matt. 2:1-12 Dec. 26, 1909 

Jesus Born in Bethlehem (Christmas) Matt. 2:1-12 Dec. 24, 1911 

The Flight into Egypt Matt, 2:13-23 July 13, 1873 

The Flight into Egypt.. Matt. 2:13-23 Jan. 11, 1880 

The Flight into Egypt Matt. 2:13-23 July 10, 1887 

Flight into Egypt Matt. 2:13-23 July 22, 1894 

The Wise Men Led by the Star Matt. 2 Feb. 4, 1912 

John the Baptist .Matt. 3:1-12 July 17, 1887 

The Preaching of John the Baptist Matt. 3:1-12 Jan. 10, 1904 

John, the Forerunner of Jesus ..Matt. 3:1-12 Jan. 2, 1910 

Jesus Baptized by John ..Matt. 3:1-17 Jan. 18, 1880 

Jesus and John Matt, 3:7-17 Jan. 2, 1898 

The Baptism of Jesus Matt, 3:13-17 July 20, 1873 

The Baptism of Jesus Matt. 3:13-17 July 24, 1887 

The Baptism and Temptation of Jesus Matt. 3:13-4:11 Jan. 28, 1900 

The Baptism and Temptation of Jesus.. Matt. 3:13-4:11 Jan. 17, 1904 

The Baptism and Temptation of Jesus. Matt. 3:13-4:11 Jan. 9, 1910 

The Temptation of Jesus Matt. 4:1-11 July 27, 1873 

The Temptation of Jesus Matt. 4:1-11 Jan. 25, 1880 

The Temptation of Jesus Matt. 4:1-11 July 31, 1887 

The Temptation of Jesus Matt. 4:1-11 Feb. 4, 1906 

Temptation of Jesus Matt. 4:1-11 Aug. 12, 1894 

Jesus Tempted Matt. 4:1-11 Jan. 9, 1898 

The Baptism and Temptation of Jesus Mark 1:9-13; Matt. 4:1-11 

Feb. 25, 1912 

Missionary Lesson.. Matt, 4:12-16 Sept, 25, 1887 

The Beginning of the Galilean Ministry.. Matt. 4:12-25 Jan. 16, 1910 

The Ministry of Jesus.. ..Matt. 4:17-25 Aug. 3, 1873 

Jesus in Galilee.. .Matt. 4:17-25 Aug. 7, 1887 

Begmning of the Ministry of Jesus ...Matt, 4:17-25 Jan, 16, 1898 

Jesus the Healer Mark 1:2^-45; Matt. 4:23-25 

„, „ Mar, 10, 1912 

The Beatitudes ..Matt, 4:25-5:12 Apr, 1, 1900 

The Beatitudes Matt. 5:1-12 Aug. 10, 1873 

The Beatitudes Matt. 5:1-12 Jan. 23, 1898 

The Beatitudes. Matt. 5:1-12 Apr. 28, 1912 

True Disciples Matt. 5:1-16 Feb. 1, 1880 

The Beatitudes Matt. 5:1-16 Aug. 14, 1887 

Jesus Tells Who are Blessed Matt. 5:1-16 Mar. 4, 1906 

True Blessedness Matt. 5:1-16 Jan. 23, 1910 

The Appointment of the Twelve Mark 3:7-19; Matt. 5:13-16 

rr,. rr. , ^. Apr. 21, 1912 

The Truly Righteous Matt. 5:17-26 Feb. 8, 1880 

Jesus and the Law Matt. 5:17-26 Aug. 21, 1887 

The Old Law and the New Life Matt. 5:17-26 May 19, 1912 

Truthfulness Matt. 5:33-37; Jas. 3:1-12; 5:12 

, , ^. , May 26, 1912 

Some Laws of the Kingdom.. Matt. 5:17-26, 38-48 Jan. 30, 1910 

The Tongue and the Temper Matt. 5:33-48 Feb. 15, 1880 

The Tongue and the Temper Matt. 5:33-48 Mar. 11, 1906 

Giving and Praying Matt. 6:1-13 Feb. 22, 1880 

Piety Without Display Matt. 6:1-15 Aug. 28, 1887 

Hypocrisy and Sincerity.... Matt. 6:1-18 June 2, 1912 

Almsgiving and Prayer Matt, 6:1-15 Feb. 6, 1910 

Teaching to Pray Matt. 6:5-15 Aug. 17, 1873 

How to Pray Matt. 6:5-15 Jan. 30, 1898 



232 



APPENDIX. 



.2 



8:18-27 

8:18-34 

8:23-34 

9:1-8 

9:1-8 

9:1-13 

9:9-17 

9:18-31 

9:18-34 

9:35-38; 10:1-8 

9:35-10:8 

9:35-10:15, 40-42 Apr. 10 

9:35-10:15; 10:40-11:1 

Sept. 8 



Oct. 9 

Apr. 4 
Mar. 13 
Aug. 31 

Oct. 16 
Mar. 20 
Feb. 13 
Oct. 23 

Apr. 3 
Oct. 30 

June 3 



Worldliness and Trust Matt. 6:19-34 Feb. 

Our Father's Care. -. ....Matt. 6:24-34 Feb. 

Trust in Our Heavenly Father Matt. 6:24-34 Sept. 

Our Father's Care Matt. 6:24-34 Feb. 

Golden Precepts.. ....Matt. 7:1-12 Sept. 

The Golden Rule— Temperance Lesson... Matt. 7:1-12 Feb. 

The Saviour's Golden Rule.. Matt. 7:1-14 Mar. 

Precepts and Promises Matt. 7:1-14 Apr, 

Solemn Warnings Matt. 7:13-29 Sept. 

False and True Discipleship Matt. 7:13-29 Feb. 

The False and the True Matt. 7:15-29 Mar. 

The Two Foundations Matt. 7:21-29 Aug. 

The Two Foundations Matt. 7:15-29 Apr. 

Hearers and Doers of the Word Matt. 7:21-29 Feb. 

Jesus the Healer Matt, 8:2-17 Mar. 

The Centurion's Faith Matt. 8:5-13 Oct. 

Mission to the Gentiles Mark 7:24-30; Matt. 8:5-13 

Oct. 

The Tempest Stilled Matt. 

The Power of Christ Matt. 

Two Mighty Works Matt. 

Power to Forgive Sins Matt. 

Power to Forgive Sins Matt. 

A Paralytic Forgiven and Healed Matt. 

The Call of Matthew Matt. 

Three Miracles.. Matt. 

The Power of Faith Matt. 

The Harvest and the Laborers Matt, 

The Twelve Sent Forth ..Matt. 

The Mission of the Twelve Matt. 

The Mission of the Twelve Matt. 

The Twelve Called Matt. 10:1-15 Sept. 7 

The Twelve Sent Forth.. Matt. 10:2-15 Feb. 20, 

The Twelve Sent Forth Matt. 10:5-16 Dec. 16 

Confessing Christ Matt. 10:32-42 Nov. 6 

Jesus and John Matt. 11:1-11 Sept. 14 

The Question of John the Baptist Matt. 11:1-19 Apr. 17, 

Christ's Witness to John Matt. 11:2-15 Nov. 13 

Christ's Witness to John the Baptist Matt. 11:2-19 June 16 

The Invitation of Christ.. Matt. 11:20-30 Apr. 11 

Judgment and Mercy - Matt. 11:20-30 Nov. 20, 

Jesus Warning and Inviting Matt. 11:20-30 May 6 

Warning and Invitation .Matt. 11:20-30 Feb. 27 

Warning and Invitation... Matt. 11:20-30 Apr. 24 

Judgment and Mercy ...Matt. 11:20-30 Sept. 15 

The Gracious Call Matt. 11:25-30 Sept. 21 

Jesus and the Sabbath Matt. 12:1-13 Mar. 6, 

Jesus and the Sabbath Matt. 12:1-14 Nov. 27, 

Jesus and the Sabbath. .-. Matt. 12:1-13 Feb. 21, 

Jesus and the Sabbath... Matt, 12:1-14 Apr, 8, 

Two Sabbath Incidents Matt, 12:1-14 May 1, 

Growing Hatred to Jesus ..Matt, 12:22-32, 38-42 May 15 

Parable of the Sower.. Matt, 13:1-9 Dec. 4 

Parable of the Sower Matt. 13:1-8, 18-23 May 20, 

The Parable of the Sower Matt. 13:1-9, 18-23 June 19 

Parable of the Sower Matt. 13:18-23 Oct. 5 

Parable of the Tares .Matt. 13:24-30 Dec. 11 

The Parable of the Tares Matt. 13:24-30, 36-43 May 6 

Parable of the Tares Matt, 13:24-30, 36-43 Jan. 26 

The Wheat and the Tares Matt. 13:24-30, 36-43 Mar. 13 

The Wheat and the Tares.... Matt. 13:24-30, 36-43 July 28 

The Wheat and the Tares Matt. 13:24-30, 37-43 Apr. 18 

Parables of the Kingdom... .Matt. 13:24-33 May 27 

Other Parables.. Matt. 13:31-33, 44-52 Dec. 18 

Picturea of the Kingdom Matt. 13:31-33, 44-52 July 3 



LIST OF UNIFORM LESSONS. 233 

The Growth of the Kingdom Mark 4:26-32; Matt. 13:33 

The Worth of the Kingdom Matt. 13:44-53 Aug i 1912 

Herod and John the Baptist ..Matt. 14:1-12 Jan l' 1888 

John the Baptist Beheaded. Matt. 14:1-12 Mar *2o' 1898 

Death of John the Baptist (Tem.) Matt. 14:1-12 Mar* 13' 1904 

The Death of John the Baptist Matt. 14:1-12 Mav22'iqin 

The Multitude Fed.. Matt. 14:13-21 Jan. 8.' llss 

Jesus Feeds the Five Thousand Matt. 14:13-21 Mar 20 1904 

The Multitudes Fed Matt. 14:13-21; 15:29-39 ' ' 

TT7 „ . .^ c May 29, 1910 

Walking on the Sea.. Matt. 14:22-33 Oct. 12. 1873 

Jesus Walking on the Sea Matt. 14:22-33 July 1 1900 

Jesus Wa king on the Sea Matt. 14:22-36 Jan. 15.' 1888 

Jesus Walks on the Sea.. Matt. 14:22-36 June 5 1910 

The Canaamtish Woman... Matt. 15:21-28 June 12 1910 

Jesus and the Afflicted ..Matt. 15:21-31 Jan. 22 1888 

The Woman of Canaan Matt. 15:21-31 Apr. 3 1898 

The Great Confession... .Matt. 16:13-23 Jan. 27 1895 

Peter s Great Confession Matt. 16:13-28 June 10 1906 

Peter s Confession and Christ's Rebuke Matt. 16:13-26 July 22 1900 

Confession and Cross-Bearing.... Matt. 16:13-28 Apr 25' 1880 

Peter Confessing Christ Matt. 16:13-28 Jan. 29' 1888 

Peter s Confession Matt. 16:13-28 July 17' 1910 

The Cross Foretold Matt. 16:21-28 Oct. 19 1873 

Sufferings of Jesus Foretold .Matt. 16:21-28 Apr 10 1898 

The Transfiguration Matt. 17:1-8 Oct. 26,' 1873 

The Transfiguration Matt. 17:1-8, 14-20 July 24 1910 

The Transfiguration Matt. 17:1-9 Apr. 17 1898 

The Transfiguration.-..- Matt. 17:1-13 May 2 1880 

The Iransfiguration. Matt. 17:1-13 Feb. 5 1888 

Jesus and the Little Ones Matt. 18:1-14 Feb. 12 1888 

Christ and the Children Matt. 18:1-14 Feb. 10, 1895 

Jesus and the Chi dren..- Matt. 18:1-14 Aug. 5 1900 

Jesus and the Children. Matt. 18:1-14 .lulv 1 IQOft 

The Child in the Midst Matt. 18:1-14 Dec 8 1912 

Forgiveness. Matt. 18:15-35 Dec. I5! 1912 

A Lesson on Forgiveness Matt. 18:21-35 Feb. 19 1888 

A Lesson on Forgiveness Matt. 18:21-35 Apr. 24. 1898 

^Lesson on Forgiveness Matt. 18:21-35 July 31 1910 

The Duty of Forgiveness Matt. 18:21-35 July 8. 1906 

The Forgiving Spirit Matt. 18:21-35 Aug. 12 1900 

Jesus on the Way to Jerusalem Matt. 19:1, 2, 13-26 Aug 7 1910 

Jesus and the Young Matt. 19:13-22 Nov. 2' 1873 

Jesus and the Young Matt. 19:13-26 May 9 1880 

The Rich Young Ruler Matt. 19:16-26 Dec. 2 1900 

The Laborers in the Vineyard ..Matt. 20:1-16 Aug 14 1910 

C hrist's Last Journey to Jerusalem Matt. 20 : 1 7-29 Mar 4 ' 1 888 

Jesus Nearing Jerusalem Matt. 20:17-34 Aug 2l' 1910 

Christ Entering Jerusalem Matt. 21:1-16 Mar. ll' 1888 

Jesus Enters Jerusalem in Triumph Matt. 21:1-17 Sept 9' 1906 

The Triumphal Entry-- Matt. 21:1-17 Jan. *13.' 1901 

Jesus Entering Jerusalem Matt. 21:1-17 Aug. 28. 1910 

The Triumphal Entry Matt. 21:6-16 May 1 1898 

Hosanna to the Son of David .Matt. 21:8-16 Nov 9 1873 

The Son Rejected Matt. 21:33-46 Mar. 18,' 1888 

Two Parables ot Judgment Matt. 21:33-46 Sept. 4 1910 

The Marriage Feast Matt. 22:1-14 May 16, 1880 

The Marriage Feast ..Matt. 22:1-14 Apr. 1, 1888 

The Marriage Feast. . — . .Matt. 22:1-14 May 8, 1898 

The King s Marriage Feast- .Matt. 22:1-14 Sept. 11, 1910 

^hree Questions Matt. 22:15-22, 34-46 Sept. 18, 1910 

C/hrist Silences the Pharisees. Matt. 22:34-46 Jan 27 1901 

Sr^^KV^rJ;'^^* Warning Matt. 23:27-39 Apr. 8' 1888 

World s Temperance Lesson Matt. 24:32-51 Nov. 13, 1910 

Christian Watchfulness Matt. 24:42-51 Apr. 15, 1888 



234 



APPENDIX. 



Watchfulness (Tem.) Matt. 24:42-51 Apr. 21 

Watchfulness (Tem.) Matt. 24:42-51 May 15 

The Ten Virgins - ...Matt. 25:1-13 Apr. 22 

The Ten Virgins Matt. 25:1-13 Oct. 14 

Parable of the Ten Virgins Matt. 25:1-13 Feb. 3 

The Wise and Foolish Virgins Matt. 25:1-13 Oct. 2 

The Talents Matt. 25:14-30 Apr. 29 

Parable of the Talents (Tem.) Matt. 25:14-30 Feb. 10 

The Parable of the Talents Matt. 25:14-30 Oct. 21 

The Parable of the Talents Matt. 25:14-30 Oct, 9 

The Judgment Matt. 25:31-46 May 23 

The Judgment Matt. 25:31-46 May 6, 

The Day of Judgment Matt. 25:31-46 May 22 

The Last Judgment Matt. 25:31-46 Oct. 16. 

The Anointing of Jesus Matt. 26:1-16 Oct. 30 

Jesus Anointed at Bethany.. Matt. 20:6-16 Jan. 6, 

Jesus Anointed in Bethany Matt. 26:6-16 Oct. 28, 

The Lord's Supper Matt. 26:17-30 May 13 

The Lord's Supper Matt. 26:17-30 May 29 

The Lord's Supper Matt. 26:17-30 Feb. 17 

The Lord's Supper Matt. 26:17-30 Nov. 4 

The Last Supper Matt. 26:17-30 Nov. 6 

The Passover ...Matt. 26:17-30 May 29 

The Lord's Supper Matt. 26:26-30 Nov. 16 

Peter's Denial - Matt. 26:31-35, 69-75 Dec. 4 

Jesus in Gethsemane ...Matt. 26:36-46 Nov. 23 

Jesus in Gethsemane Matt. 26:36-46 May 20 

Jesus in Gethsemane... Matt. 26:36-46 Feb. 24 

Jesus in Gethsemane Matt. 26:36-50 Nov. 11 

Gethsemane Matt. 26:36-50 May 30, 

Jesus in Gethsemane Matt. 26:36-56 Nov. 20, 

Jesus and Caiaphas. Matt. 26:57-68 Mar. 10, 

Jesus before Caiaphas... Matt. 26:57-68 Nov. 18 

The Trial of Jesus Matt. 26:57-68 Nov. 27 

Jesus before the High Priest Matt. 26:59-68 Nov. 30, 

Peter's Denial.... Matt. 26:67-75 May 27. 

Jesus before the Governor Matt. 27:11-26 Dec. 7 

Jesus Condemned Matt. 27:11-26 June 5 

The Crucifixion Matt. 27:15-50 Dec. 11 

Jesus Crucified- Matt. 27:33-50 June 3 

The Crucifixion Matt. 27:35-50 June 6 

Jesus Crucified Matt. 27:35-50 June 12 

The Crucifixion.. Matt. 27:45-54 Dec. 14 

The Resurrection Matt. 28:1-8 Dec. 21 

The Resurrection of Christ (Easter).... ..Matt. 28:1-10 Apr. 2 

Christ Risen ..Matt. 28:1-15 June 19 

Jesus Risen Matt. 28:1-15 June 10 

Jesus Risen from the Dead Matt. 28:1-15 Dec. 16 

Easter Lesson Matt. 28:1-20 Apr. 17 

The Resurrection Matt. 28:1-20 Dec. 18 

After the Resurrection Matt. 28:8-20 June 13 

The Risen Lord... Matt. 28:8-20 June 19 

The Great Commission Matt. 28:16-20 June 17 

The Great Commission Matt. 28:16-20 May 12, 

The Ministry of John the Baptist.. Mark 1:1-8; Luke 3:1-20 

Feb. 18, 1912 

The Beginning of the Gospel... Mark 1:1-11 July 5, 1874 

The Mission of Jo?m the Baptist Mark 1:1-11 Jan. 6, 1889 

The Baptism of Jesus.. Mark 1:1-11 Aug. 5, 1894 

The Baptism of Jesus Mark 1:1-11 Jan. 28, 1906 

The Beginning of the Gospel... Mark 1:1-13 Jan. 1, 1882 

The Baptism and Temptation of Jesus. Mark 1:9-13; Matt. 4:1-11 

Feb. 25, 1912 

Jesus in Galilee Mark 1:14-28 Jan. 8, 1882 

The Call of the First Disciples Mark 1:14-28; Luke 5:1-11 

Mar. 3, 1912 



LIST OF UNIFORM LE880N8. 235 

The Authority of Jesus Mark 1:16-27 July 12, 1874 

A Sabbath in the Life of Jesus Mark 1:21-34 Jan. 13, 1889 

A Sabbath in Capernaum... Mark 1:21-34 Oct. 2l' 1894 

Jesus Healing in Capernaum Mark 1:21-34 Mar. 4, 1900 

A Sabbath in Capernaum Mark 1:21-34 Feb. 7, 1904 

A Day of Miracles in Capernaum Mark 1:21-34 Feb. 18 1906 

Power to Heal Mark 1:29-45 Jan. is! 1882 

Jesus the Healer Mark 1:29-45; Matt. 4:23-25 

rr ,• r.,. T „ Mar. 10, 1912 

Healmg of the Leper Mark 1:35-45 Jan. 20, 1889 

The Leper Healed Mark 1:38-45 July 19, 1874 

Forgiveness and Healing Mark 2:1-12 Jan. 27, 1889 

A Paralytic Healed .Mark 2:1-12 Oct. 28, 1894 

The Paralytic Healed Mark 2:1-12 Mar. 11, 1900 

Jesus forgives Sins Mark 2:1-12 Feb. 14, 1904 

The Paralytic Forgiven and Healed... Mark 2:1-12 Mar. 17, 1912 

Power to Forgive Mark 2:1-17 Jan. 22, 1882 

Jesus' Power to Forgive .Mark 2:1-12 Feb. 25, 1906 

The Publican Called. Mark 2:13-17 July 26, 1874 

Jesus at Matthew's Home Mark 2:13-22 Mar. 18, 1900 

Feasting and Fasting . Mark 2:13-22 Mar. 24, 1912 

The Pharisees Answered.. Mark 2:18-28; 3:1-5 Jan. 29, 1882 

Jesus and the Sabbath Mark 2:23-38; 3:1-5 Aug. 2, 1874 

Jesus Lord of the Sabbath. Mark 2:23-38; 3:1-5 Nov. 4 1894 

The Use of the Sabbath. Mark 2:23— 3:6 Apr. 14, 1912 

Christ and His Disciples Mark 3:6-19 Feb. 5, 1882 

The Twelve Chosen Mark 3:6-19 Nov. 11, 1894 

The Appointment of the Twelve ..Mark 3:7-19; Matt. 5:13-16 

Apr. 21 1912 

Christ's Foes and Friends. Mark 3:20-35 Feb! 12! 1882 

Malignant Unbelief Mark 3:20-35 July 7, 1912 

Opposition to Christ Mark 3:22-35 Nov. 25, 1894 

Parable of the Sower Mark 4:1-20 Feb. 19, 1882 

The Parable of the Sower Mark 4:1-20 Apr. 29, 1906 

The Seed in the Four Kinds of Soil. Mark 4:1-20 July 14 1912 

The Parable of the Sower Mark 4:10-20 Feb. 3,' 1889 

The Growth of the Kingdom Mark 4:21-34 Feb. 26, 1882 

The Growth of the Kingdom Mark 4:26-32; Matt. 13:33 

July 21, 1912 

A Troubled Sea and a Troubled SouL Mark 4:35— 5:20 Aug 11 1912 

Power over Nature.. Mark 4:35-41 Aug. 9' 1874 

Christ Stilling the Tempest Mark 4:35-41 Mar. 5, 1882 

Jesus Calms the Storm ...Mark 4:35-41 Mar. 6 1904 

Power over Demons Mark. 5:1-15 Aug. 16 1874 

Power over Evil Spirits Mark 5:1-20 Mar. 12, 1882 

The Fierce Demoniac ..Mark 5:1-20 Feb. 10 1889 

A Fierce Demoniac Healed Mark 5:1-20 May 13, 1906 

Power over Disease and Death Mark 5:21-43 Mar. 19 1882 

The Ruler's Daughter Mark 5:21-43 Aug. 18, 1912 

Power over Death Mark 5:22, 23 ,35- Aug. 30, 1874 

The Daughter of Jairus Raised Mark 5:22-24 ,35-43 Apr. 15, 1900 

Power over Disease Mark 5:24-34 Aug. 23, 1874 

The Timid Woman's Touch Mark 5:25-34 Feb. 17, 1889 

The Mission of the Twelve Mark 6:1-13 Apr. 2, 1882 

The Great Teacher and the Twelve Mark 6:1-13 Feb. 24, 1889 

Death of John the Baptist Mark 6:14-29 Apr. 9,' 1882 

Death of John the Baptist (Tem.) Mark 6:14-29 June 10, 1900 

Death of John the Baptist Mark 6:14-29 May 20, 1906 

The Death of John the Baptist (Tem.) Mark 6:14-29 Sept. 1, 1912 

John the Baptist Beheaded Mark 6:17-29 Jan. 6, 1895 

Martyrdom of the Baptist Mark 6:20-29 Sept. 6, 1874 

The Five Thousand Fed... Mark 6:30-44 Apr. 16, 1882 

Feeding the Five Thousand— Mark 6:30-44 Jan. 13, 1895 

Feeding the Five Thousand Mark 6:30-44 May 27, 1906 

The Feeding of the Five Thousand Mark 6:30-44 Sept. 22, 1912 

The Five Thousand Fed.. Mark 6:34-44 Sept. 13, 1874 

Christ Walking on the Sea Mark 6:45-56 Apr. 23, 1882 



236 



APPENDIX. 



Jesus Walking on the Sea ..Mark 6:45-56 Oct. 6, 

The Tradition of Men.. Mark 7:1-23 Apr. 30, 

Clean and Unclean... Mark 7:1-23 Oct. 13, 

The Syrophoenician Mother Mark 7:24-30 Sept. 20, 

The Gentile Woman's Faith Mark 7:24-30 July 15, 

The Gentile Woman's Faith Mark 7:24-30 June 3, 

Mission to the GentUes Mark 7:24-30; Matt. 8:5-13 

Oct. 20, 

Sufferers Brought to Christ Mark 7:24-37 May 7, 

Jesus Visits Tyre and Sidon Mark 7:24-37 Apr. 3, 

Wanderings in Decapolis Mark 7:31—8:10 Oct. 27, 

The Deaf Mute. Mark 7:31-37 Oct. 4, 

The Leaven of the Pharisees Mark 8:1-21 May 14, 

The Sign and the Leaven.. Mark 8:11-26 Nov. 3, 

Seeing and Confessing Christ Mark 8:22-33 May 21, 

Jesus the Messiah Mark 8:27—9:1 Mar. 3, 

The Great Question Mark 8:27—9:1 Nov. 17, 

Peter Confesses the Christ... Mark 8:27-38 Apr. 10, 

Following Christ Mark 8:34-38; 9:1 May 28, 

Jesus Transfigured Mark 9:2-10 Apr. 17, 

The Transfiguration- Mark 9:2-13 June 4, 

The Transfiguration Mark 9:2-13 Nov. 24, 

The Lunatic Boy Mark 9:14-29 Dec. 1, 

The Afflicted Child Mark 9:14-32 June 11, 

The Evil Spirit Cast Out Mark 9:17-29 Oct. 11, 

The Mind of Christ Mark 9:33-42 Oct. 18, 

The Childlike Spirit Mark 9:33-42 Mar. 10, 

The Childlike Believer Mark 9:33-50 June 18, 

A Lesson on Home Mark 10:1-16 July 2, 

Christ's Love to the Young Mark 10:13-22 Mar. 17, 

The Rich Young Ruler Mark 10:17-27 Mar. 10, 

The Rich Young Ruler Mark 10:17-31 Aug. 26, 

The Rich Young Man.. Mark 10:17-31 July 9, 

Suffering and Service Mark 10:32-45 July 16, 

Jesus Teaches Humility Mark 10:3.5-45 May 22, 

Blind Bartimaeus Mark 10:46-52 Oct. 25, 

Blind Bartimaeus Mark 10:46-52 July 23, 

Blind Bartimaeus Mark 10:46-52 Mar. 24, 

Bartimaeus Healed Mark 10:46-52 Dec. 9, 

The Triumphal Entry Mark 11:1-11 July 30, 

The Triumphal Entry Mark 11:1-11 Apr. 7, 

The Triumphal Entry Mark 11:1-11 Apr. 7, 

The Fig Tree Withered Mark 11:12-14, 19-24 Nov. 1, 

The Fruitless Tree Mark 11:12-23 Aug. 6, 

Prayer and Forgiveness Mark 11:24-33 Aug. 13, 

The Wicked Husbandmen .Mark 12:1-12 Aug. 20, 

The Rejected Son Mark 12:1-12 Apr. 14, 

The Wicked Husbandmen Mark 12:1-12 Apr. 14, 

Pharisees and Sadducees Silenced Mark 12:13-27 Aug. 27, 

Jesus Silences the Pharisees and Sadducees Mark 12:13-27 Sept. 16, 

The Two Commandments. .Mark 12:28-34 Nov. 8, 

The Two Great Commandments.. Mark 12:28-34 Apr. 21, 

The Two Great Commandments .Mark 12:28-34, 38-44 Oct. 7, 

Love to God and Men Mark 12:28-44 Sept. 3, 

Hypocrisy and Piety Mark 12:38-44 Nov. 15, 

Destruction of the Temple Foretold Mark 13:1-13 Apr. 28, 

Calamities Foretold. .Mark 13:1-20 Sept. 10, 

Watchfulness Enjoined Mark 13:21-37 Sept. 17, 

The Command to Watch... Mark 13:24-37 May 5, 

The Anointing at Bethany Mark 14:1-9 May 12, 

The Anointing at Bethany Mark 14:1-11 Oct. 1, 

The Anointing at Bethany. Mark 14:3-9 Nov. 22, 

The Passover Mark 14:12-21 Oct. 8, 

The Lord's Supper Mark 14:12-26 May 19, 

The Lord's Supper Mark 14:12-26 Apr. 28, 

The Lord's Supper Mark 14:22-31 Oct. 15, 

The Agony in the Garden Mark 14:32-42 Oct. 22, 



LIST OF UNIFORM LE880NS. 287 

The Agony in Gethsemane Mark 14:32-42 

The Betrayal Mark 14:42-50 

Jesus Betrayed and Taken Mark 14:43-54 

Jesus Betrayed Mark 14:43-54 

Jesus Before the High Priest .Mark 14:53-64 

Jesus Before the Council _ Mark 14:55-65 

Jesus Before the Council Mark 14:55-72 

The Denial Mark 14:66-72 

Jesus Before Pilate - Mark 15:1-15 

Jesus Before Pilate. Mark 15:1-15 

Christ's Trial Before Pilate Mark 15:1-15 

Jesus Before Pilate. Mark 15:1-20 

Jesus Mocked and Crucified Mark 15:16-26 

Jesus Crucified... Mark 15:21-39 

Jesus on the Cross Mark 15:22-37 

The Crucifixion Mark 15:22-39 

Christ Crucified..-. ....Mark 15:22-39 

Hia Death on the Cross Mark 15:27-37 

After His Death Mark 15:38-47 

His Resurrection - ..Mark 16:1-8 

The Resurrection of Christ (Easter) Mark 16:1-8 

The Resurrection of Jesus. Mark 16:1-8 

The Resurrection of Jesus (Easter) Mark 16:1-8 

Easter Lesson, The Empty Tomb Mark 16:1-8 

Jesus Risen... .-. ...Mark 16:1-13 

The Risen Lord Mark 16:9-20 

After His Resurrection Mark 16:9-20 

Missionary Lesson Mark 16:14-20 

Zacharias and Elisabeth Luke 1:5-17 

The Forerunner Announced Luke 1:5-17 

The Forerunner of Christ... Luke 1:5-17 

The Birth of John the Baptist Foretold Luke 1:5-23 

The Song of Mary Luke 1:46-55 

The Song of Mary Luke 1:46-55 

The Birth of John the Baptist.. Luke 1:57-80 

The Prophecy of Zacharias Luke 1:67-79 

The Song of Zacharias ...Luke 1:67-80 

The Birth of Jesus Luke 2:1-16 

The Birth of Jesus Luke 2:1-16 

The Birth of Jesus Luke 2:1-20 

The Shepherds Find Jesus Luke 2:1-20 

Christmas Lesson Luke 2:6-20 

Birth of Christ the Lord Luke 2:8-20 

The Birth of Jesus Luke 2:8-20 

Joy Over the Child Jesus Luke 2:8-20 

The Birth of Christ (Christmas) Luke 2:8-20 

The Birth of Christ (Christmas) Luke 2:8-20 

Christmas Lesson Luke 2:8-20 

Christmas Lesson. Luke 2:8-20 

The Presentation in the Temple Luke 2:22-39 

Simeon and the Child Jesus.. Luke 2:25-35 

Jesus Brought into the Temple Luke 2:25-35 

Presentation in the Temple Luke 2:25-38 

The Childhood of Jesus Luke 2:40-52 

The Boyhood of Jesus Luke 2:40-52 

Childhood and Youth of Jesus Luke 2:40-52 

The Youth of Jesus Luke 2:40-52 

The Boy Jesus Luke 2:40-52 

The Boy Jesus Luke 2:40-52 

The Boyhood of Jesus Luke 2:40-52 

The Boy Jesus in the Temple .Luke 2:40-52 

The Child Jesus Visits Jerusalem Luke 2:41-52 

The Preaching of John the Baptist (Tem.) Luke 3:1-17 

The Preaching of John the Baptist.... ..Luke 3:7-18 

The Ministry of John the Baptist Mark 1:1-8; Luke 3:1 



May 5 


1895 


Nov. 29 


1874 


Oct. 29 


1882 


May 26 


1889 


May 12 


1895 


June 2 


1889 


Nov. 5 


1882 


Dec. 6 


1874 


Nov. 12 


1882 


May 19 


1895 


June 5 


1904 


June 9 


1889 


Nov. 19 


1882 


June 16 


1889 


May 26 


1895 


Dec. 13 


1874 


June 12 


1904 


Nov. 26 


1882 


Dec. 3 


1882 


Dec. 10 


1882 


Mar. 25 


1894 


June 2 


1895 


Apr. 10 


1898 


Mar. 27 


1910 


June 23 


1889 


Dec. 20 


1874 


Dec. 17 


1882 


June 30 


1889 


Jan. 2 


1881 


Jan. 5 


1890 


Jan, 5 


1896 


Jan. 7 


1912 


Jan. 9 


1881 


Jan. 12 


1890 


Jan. 14 


1912 


Jan. 16 


1881 


Jan. 19 


1890 


July 1 


1894 


Jan. 7 


1900 


Jan. 21 


,1912 


Jan. 7 


,1906 


Dec. 25 


1910 


July 7 


,1878 


Jan. 23 


1881 


Jan. 26 


,1890 


Dec. 25 


1892 


Dec. 22 


1395 


Dec. 21 


1902 


Dec. 20 


1908 


Jan. 28 


1912 


Jan. 30 


1881 


Feb. 2 


1890 


Julys 


1894 


July 14 


1878 


Feb. 6 


1881 


Feb. 9 


, 1890 


July 29 


1894 


Jan. 12 


1896 


Jan. 21 


, 1906 


Jan. 3 


1904 


Feb. 11 


1912 


Jan. 14 


1900 


Jan. 21 


1900 


Feb. 13 


1881 


-20 




Feb. 18 


1912 



238 



APPENDIX, 



The Ministry of John Luke 3:7-22 

Ministry of John the Baptist.. Luke 3:15-22 

The Ministry of John the Baptist - Luke 3:15-22 

The Temptation of Jesus Luke 4:1-13 

The Preaching of Jesus. Luke 4:14-21 

The Early Ministry of Jesus Luke 4:14-22 

Jesus at Nazareth Luke 4:l&-30 

Jesus at Nazareth Luke 4:16-30 

Jesus Rejected at Nazareth Luke 4:16-30 

Jesus Rejected at Nazareth Luke 4:16-30 

The Visit to Nazareth Luke 4:16-30 

Jesus at Nazareth Luke 4:16-32 

The Great Physicain Luke 4:33-44 

The Draught of Fishes Luke 5:1-11 

The Draught of Fishes.. Luke 5:1-11 

The Draught of Fishes Luke 5:1-11 

Jesus Calling Fishermen Luke 5:1-11 

Jesus Calls Four Disciples Luke 5:1-11 

The Call of the First Disciples.. Mark 1:14-28; 

Christ Healing the Sick Luke 5:12-26 

Christ Forgiving Sin Luke 5:17-26 

The Power of Jesus Luke 5:17-26 

The Pharisees Opoose Jesus. Luke 6:1-11 

Poverty and Riches .Luke 6:20-26; 

The Sermon on the Mount Luke 6:20-31 

Christ's Law of Love ..- Luke 6:27-38 

The Law of Love ....Luke 6:27-38; 

Hearing and Doing Luke 6:39-49 

The Sermon on the Mount -.. ..Luke 6:41-49 

The Centurion's Faith Luke 7:1-10 

The Centurion's Servant Healed Luke 7:1-10 

Jesus' Power over Disease and Death Luke 7:1-17 

The Great Helper Luke 7:2-16 

The V/idow of Nain... Luke 7:11-17 

The Widow of Nain Luke 7:11-18 

Jesus and John the Baptist Luke 7:18-28 

Witness of Jesus to John ..Luke 7:19-28 

Christ's Testimony to John Luke 7:24-35 

The Sinners' Friend.— Luke 7:36-50 

Jesus the Sinner's Friend Luke 7:36-50 

Forgiveness and Love ..Luke 7:36-50 

Jesus at the Pharisee's House Luke 7:36-50 

The Penitent Woman Luke 7:36-50 

The Friend of Sinners Luke 7:40-50 

The Parable of the Sower Luke 8:4-15 

Christ's Teaching by Parables Luke 8:4-15 ^ 

The Ruler's Daughter Luke 8:41, 42, 

Faith Encoiiraged Luke 8:43-55 

Preaching the Kingdom (Missionary) Luke 9:1-6 

Feeding the Multitude.. ...Luke 9:10-17 

Jesus the Messiah Luke 9:18-27 

The Transfiguration Luke 9:28-36 

The Transfiguration- ...Luke 9:28-36 

The Transfiguration Luke 9:28-36 

The Transfiguration Luke 9:28-36 

For and Against Him Luke 9:49-62 

Following Jesus Luke 9:51-62 

The Mission of the Seventy (Missionary) Luke 10:1-9 

The Seventy Sent Forth... .Luke 10:1-11, 

The Mission of the Seventy ..Luke 10:1-16 

The Mission of the Seventy. Luke 10:1-16 

Return of the Seventy Luke 10:17-24 

The Good Samaritan Luke 10:25-37 

The Good Samaritan Luke 10:25-37 

The Good Samaritan Luke 10:25-37 



Feb. 16, 
July 21, 
Jan. 19, 
Feb. 23, 
Feb. 20, 
Jan. 26, 
July 28, 

Oct. 7, 
Feb. 25, 
Jan. 24, 
Aug. 25, 

Mar. 2, 

Mar. 9, 

Aug. 4, 
Mar. 16, 
Oct. 14, 
Feb. 11, 
Jan. 31, 
Luke 5:1-11 

Mar. 3, 
Feb. 27, 
Mar. 23, 

Feb. 2, 

Feb. 21, 

16:19-31 May 5, 

Nov. 18, 

Apr. 6, 
Rom. 13:8-10 

May 12, 

June 9, 

Feb. 9, 
Aug. 11, 
Apr. 22, 
Apr. 15, 
Feb. 16, 
Aug. 18, 
Apr. 13, 
Apr. 29, 

Mar. 6, 
' Dec. 2, 
Mar. 13, 
lApr. 22, 
I Apr. 20, 
May 13, 
June 23, 
Aug. 25, 
Apr. 27, 

Dec. 9, 

May 4, 
Feb. 23, 
Mar. 27, 
May 11, 

Mar. 1, 
May 18, 

Feb. 3, 
July 29, 
June 17, 
Dec. 22 , 

Apr. 3, 
Mar. 24, 
Sept. 2, 
Apr. 24, 
May 25, 
Sept. 1 , 
Apr 10, 

June 1, 
Feb. 17, 



49-56 



17-20 



LIST OF UNIFORM LESSONS. 239 



The Good Samaritan Luke 10:25-37 July 15 

True Love to One's Neighbor Luke 10.25-37 Mar. 8 

The Good Samaritan Luke 10:25-37 Sept 9 

The Good Samaritan. Luke 10:30-37 Sept. 8 

Teachingto Pray Lukell:l-13 June 8 

Jesus Teaching How to Pray. Luke 11:1-13 July 22 

Teaching About Prayer Luke 11:1-13 Mar. 15 

Prayer and Promise .Luke 11:1-13 May 1 

Day of Prayer for Sunday Schools... Luke 11:1-13 Oct. 20 

Importunity in Prayer Luke 11:5-13 Sept. 15 

The Pharisees Reproved Luke 11:37-47 Apr. 17 

Covetousness Luke 12:13-21 Apr. 24 

The Rich Man's Folly Luke 12:13-21 June 15 

Warning Against Covetousness Luke 12:13-23 Sept. 22 

The Rich Fool Luke 12:13-23 Sept. 16, 

Trust in Our Heavenly Father Luke 12:22-34 June 22 

,The Duty of Watchfulness (Tern.) Luke 12:35-46 Sept. 23 

Watchfulness (Tem.) Luke 12:35-48 May 8 

Faithful and Unfaithful Servants (Tem.) Luke 12:37-48 Mar. 22 

Lawful Work on the Sabbath Luke 13:10-17 July 6, 

Warning Against Formalism ..Luke 13:22-30 Oct. 6. 

Warning Against Sin Luke 13:22-30 Apr. 5, 

Jesus Dines with a Pharisee Luke 14:1-14 July 29 

Jesus Dining with a Pharisee Luke 14:1-14 Oct. 7 

The Gospel Feast Luke 14:15-24 Oct. 13 

The Great Supper Luke 14:15-24 July 13 

Parable of the Great Supper Luke 14:15-24 Apr. 12 

Parable of the Great Supper Luke 14:15-24 Oct. 14 

False Excuses Luke 14:15-24 Aug. 5 

Taking Up the Cross.... Luke 14:25-35 July 20 

Lost and Found Luke 15:1-10 May 1 

Lost and Found Luke 15:1-10 July 27 

The Lost Sheep and Lost Coin Luke 15:1-10 Oct. 21 

The Prodigal Son ...Luke 15:11-24 Oct. 20 

The Prodigal Son Luke 15:11-24 May 8 

The Prodigal Son Luke 15:11-24 Aug. 3 

The Lost Found (Tem.) Luke 15:11-24 Apr. 19 

The Prodigal Son Luke 15:11-24 Oct. 28 

The Prodigal Son Luke 15:11-24 May 15 

The Parable of the Two Sons Luke 15:11-32 Aug. 12, 

The Unjust Steward Luke 16:1-13 Nov. 4 

The Rich Man and Lazarus. Luke 16:19-31 Oct. 27 

The Rich Man and Lazarus Luke 16:19-31 May 15 

The Rich Man and Lazarus ..Luke 16:19-31 Aug. 10, 

The Rich Man and Lazarus .Luke 16:19-31 Apr. 26 

The Rich Man and Lazarus, Luke 16:19-31 Nov, 11 

Faith Luke 17:5-19 May 3. 

The Ten Lepers Luke 17:11-19 Nov. 3 

The Ten Lepers Luke 17:11-19 Aug. 17 

The Ten Lepers Cleansed Luke 17:11-19 Nov. 18 

Parables on Prayer Luke 18:1-14 May 22 

Prevailing Prayer Luke 18:1-14 Aug. 24, 

The Judge, the Pharisee and the Publican Luke 18:1-14 Aug. 19 

Whom the Lord Receives Luke 18:9-17 Nov. 10, 

Lessons on Prayer Luke 18:9-17 May 10, 

Entering the Kingdom Luke 18:15-30 Aug. 31 

Bartimeus and Zaccheus... ..Luke 18:35-19:10 Sept. 2 

Zaccheus the Publican... Luke 19:1-10 Nov. 17 

Jesus and Zaccheus the Publican Luke 19:1-10 Sept. 7 

Zaccheus the Publican Luke 19:1-10 Mar. 17 

Zaccheus the Publican Luke 19:1-10 Dec. 16, 

Parable of the Pounds .Luke 19:11-27 May 29 

Parable of the Pounds.. Luke 19:11-27 Sept. 14, 

Parable of the Pounds Luke 19:11-27 May 17, 

Parable of the Pounds Luke 19:11-27 Dec. 23 

Jesus Entering Jerusalem Luke 19:37-48 Sept. 21 

Parable of the Vineyard Luke 20:9-19 Oct. 5, 



1906 
1896 
1900 
1878 
1890 
1908 
1898 
1904 
1907 
1878 
1881 
1881 
1890 
1878 
1900 
1890 
1900 
1904 
1896 
1890 
1878 
1898 
1906 
1900 
1878 
1890 
1896 
1900 
1906 
1890 
1881 
1890 
1900 
1878 
1881 
1890 
1896 
1900 
1904 
1908 
1900 
1878 
1881 
18S0 
1898 
1900 
1896 
1878 
1890 
1900 
1881 
1890 
1908 
1878 



1906 
1878 
1890 
1895 
1900 
1881 
1890 
1896 
1900 
1890 
1890 



240 APPENDIX. 

Jesus Teaching in the Temple ..Luke 20:9-19 May 24, 1896 

Missionary Lesson Lulie 21:1-4 Sept. 28, 1890 

Judaism Overthrown ..Luke 21:8-21 Nov. 24, 1878 

Destruction of Jerusalem Foretold Luke 21:20-36 May 31, 1896 

The Lord's Supper - Luke 22:7-20 Oct. 12, 1890 

The Lord's Supper Luke 22:10-20 Dec. 1, 1878 

The Spirit of True Service Luke 22:24-37 Oct. 19, 1890 

Warning to the Disciples. Luke 22:24-37 June 7, 1896 

Jesus in Gethsemane ....Luke 22:39-53 Oct. 26, 1890 

Jesus Accused Luke 22:54-71 Nov. 2, 1890 

Jesus Before Pilate and Herod.... Luke 23:1-12 Nov. 9, 1890 

Jesus Condemned -- Luke 23:13-25 Nov. 16, 1890 

Jesus before Pilate ....Luke 23:13-25 Dec. 2, 1906 

Jesus and Pilate Luke 23:13-26 Mar. 17, 1901 

The Cross Luke 23:33-46 Dec. 8, 1878 

Jesus on the Cross Luke 23:33-46 Dec. 9, 1906 

The Crucifixion Luke 23:33-46 June 5, 18S1 

Jesus Crucified Luke 23:33-46 June 14, 1896 

Jesus Crucified Luke 23:33-47 Nov. 23, 1890 

Jesus Crucified and Buried Luke 23:3.5-53 Mar. 24, 1901 

Jesus Risen Luke 24:1-12 Nov. 30, 1890 

The Resurrection of Christ (Easter) Luke 24:1-12 Apr. 5, 1896 

The Resurrection of Jesus Luke 24:1-12 Apr. 7, 1901 

Easter Lesson. — Luke 24:1-12 Apr. 23, 1005 

Easter Lesson - ....Luke 24:1-12 Apr. 19, 1908 

The Walk to Emmaus Luke 24:13-27 Dec. 7, 1890 

The Walk to Emmaus... Luke 24:13-32 Dec. 15, 1878 

The Walk to Emmaus... Luke 24:13-32 June 12, 1881 

The Walk to Emmaus. Luke 24:13-32 June 9, 1895 

The Walk to Emmaus .Luke 24:13-35 Apr. 21, 1901 

Jesus Made Known Luke 24:28-43 Dec. 14, 1890 

The Risen Lord - Luke 24:36-53 June 21, 1896 

Jesus Ascends into Heaven Luke 24:36-53 Dec. 23, 1906 

The Saviour's Last Words Luke 24:44-53 Dec. 22, 1878 

The Gospel for the World (Missionary) Luke 24:44-53 June 26, 1881 

Jesus' Parting Words Luke 24:44-53 Dec. 21, 1890 

The Saviour's Parting Words (Missionary) Luke 24:44-53 June 23, 1895 

Jesus Ascends into Heaven Luke 24:44-53 May 19, 1901 

(Acts 1:1-11) 

The Word Made Flesh John 1:1-14 July 4, 1875 

Christ the True Light John 1:1-14 Jan. 1, 1899 

Christmas Lesson John 1:1-14 Dec. 23, 1906 

The Word Made Flesh John 1:1-18 Apr. 4, 1886 

The Word Made Flesh John 1:1-18 July 5, 1891 

Christ the Life and Light of Men John 1:1-18 Jan. 1, 1905 

The Word Made Flesh John 1:1-18 Jan. 5, 1908 

The Witness of John the Baptist to Jesus John 1:19-34 Jan. 8, 1905 

Jesus and John the Baptist Johnl:19-34 Jan. 12, 1908 

Christ's First Disciples John 1:29-42 July 12, 1891 

Following the Lamb John 1:35-46 July 11, 1875 

Christ's First Disciples John 1:35-46 Jan. 8, 1899 

The First Disciples of Jesus John 1:35-46 Feb. 4, 1900 

First Disciples of Jesus John 1:35-49 Aug. 19, 1894 

The Fi'-st Disciples John 1:35-51 Apr. 11, 1886 

Jesus Wins His First Disciples John 1:35-51 Jan. 15, 1905 

Jesus and His First Disciples John 1:35-51 Jan, 19, 1908 

Jesus at the Marriage John 2:1-11 July 18, 1875 

The First Miracle John 2:1-11 Apr. 18, 1886 

Christ's First Miracle John 2:1-11 July 19, 1891 

First Miracle of Jesus - John 2:1-11 Aug. 26, 1894 

The First Miracle in Cana ....John 2:1-11 Jan. 22, 1905 

Christ's First Miracle John 2:1-11 Jan. 15, 1899 

Jesus Cleanses the Temple John 2:13-22 Jan. 26. 1908 

Jesus Cleansing the Temple John 2:13-25 Sept. 2, 1894 

Jesus and Nicodemua John 3:1-16 Sept. 9, 1894 

Christ and Nicodemua John 3:1-16 Jan. 22, 1899 



LIST OF UNIFORM LESSONS. 241 



Christ and Nicodemua John 3:1-17 

Jesus and Nicodemus John 3:1-18 

Jesus and Nicodemus ...John 3:1-18 

Jesus and Nicodemus - John 3:1-15 

Jesus the Saviour of the World John 3:1-21 

The New Birth. - John 3:7-17 

Jesus and the Woman of Samaria John 4:1-42 

The Water of Life ...John 4:5-15 

Christ at Jacob's Well John 4:5-15 

Jesus at Jacob's Well John 4:5-14 

Jesus at the Well ..John 4:5-26 

Christ at Jacob's Well John 4:5-26 

Jesus at Jacob's Well John 4:5-26 

Jesus at Jacob's Well John 4:9-26 

Sowing and Reaping John 4:27-42 

The Nobleman's Son John 4:43-54 

The Nobleman's Son Healed.. John 4:43-54 

The Second Miracle in Cana John 4:43-54 

Jesus Heals the Nobleman's Son John 4:43-54 

Jesus at Bethesda ..John 5:5-15 

Jesus at Bethesda .John 5:5-18 

Jesus at the Pool of Bethesda ..John 5:1-15 

Jesus at the Pool of Bethesda John 5:1-18 

Christ's Divine Authority. John 5:17-27 

Christ's Authority... John 5:17-30 

The Five Thousand Fed John 6:1-14 

Christ Feeding the Five Thousand— John 6:1-14 

Jesus Feeding the Five Thousand John 6:1-21 

The Miracle of the Loaves and Fishes.. John 6:1-14 

Jesus Feeds the Five Thousand. John 6:1-21 

The Feeding of Five Thousand John 6:5-14 

Jesus the Bread of Life John 6:22-40 

Jesus the Bread of Life John 6:22-40 

Jesus the Bread of Life ..John 6:22-51 

Christ the Bread of Life John 6:25-35 

Christ the Bread of Life ..John 6:26-40 

The Bread of Life .John 6:47-58 

Christ at the Feast John 7:14, 28-37 

Christ at the Feast John 7:31-44 

Jesus at the Feast of Tabernacles John 7:37-46 

Jesus the Christ John 7:37-52 

Jesus the Christ - John 7:40-46 

Christ Freeing from Sin (Tem.).. John 8:12, 31-36 

Freedom by the Truth John 8:28-36 

Jesus and Abraham John 8:31-38, 44-59 

The Slavery of Sin John 8:31-40 

The True Children of God.. John 8:31-47 

Jesus Heals a Man Born Blind John 9 

The Light of the World John 9:1-11 

Christ and the Man Born Blind... John 9:1-11 

Christ Healing the Blind Man John 9:1-11 

Healing of the Man Born Blind. John 9:1-11 

Christ and the Blind Man.. John 9:1-11, 35-38 

Jesus and the Blind Man John 9:1-17 

The Man Born Blind John 9:1-17 

The Good Shepherd ..John 10:1-11 

Christ the Good Shepherd ..John 10:1-16 

Christ the Good Shepherd John 10:1-16 

Jesus the Good Shepherd... John 10:1-16 

Jesus the Good Shepherd... John 10:1-18 

Jesus the Good Shepherd John 10:1-18 

Jesus the Good Shepherd John 10:7-18 

The Death of Lazarus ..John 11:1-18 

The Raising of Lazarus John 11:1-57 

The Resurrection of Lazarus John 11:17-44 

Christ Raising Lazarus John 11:21-44 

The Raising of Lazarus John 11:30-45 

17 



July 26 


1891 


Apr. 25 


1886 


Feb. 11 


1900 


June 29 


1905 


Feb. 2 


1908 


July 25 


1875 


Feb. 9 


1908 


Aug. 1 


1875 


Jan. 29 


1899 


Feb. 5 


1905 


May 2 


1886 


Aug. 2 


1891 


Feb. 18 


1900 


Sept. 16 


1894 


May 9 


1886 


May 16 


1886 


Feb. 5 


1899 


Feb. 12 


1905 


Feb. 16 


1908 


Aug. 8 


1875 


May 23 


1886 


Feb. 19 


1905 


Feb. 23 


1908 


Feb. 12 


1899 


Aug. 9 


1891 


Aug. 16 


1891 


Feb. 19 


1899 


May 30 


1886 


Feb. 26 


1905 


Mar. 1 


1908 


June 17 


1900 


June 6 


188f) 


July 8 


1900 


Mar. 8 


1908 


Jan. 20 


1895 


Aug. 23 


1891 


Aug. 15 


1875 


Feb. 26 


1899 


Aug. 30 


1891 


Mar. 5 


1905 


June 13 


1886 


Aug. 22 


1875 


Mar. 5 


1890 


Aug. 29 


1875 


June 20 


18S6 


Mar. 12 


1905 


Sept. 6 


1891 


Mar: 15 


1908 


Sept. 5 


1875 


Feb. 24 


1895 


Mar. 12 


1899 


Mar. 19 


1905 


Sept. 13 


1891 


July 4 


1886 


Aug. 19 


1900 


Sept. 12 


1875 


Sept. 20 


,1891 


Mar. 19 


1899 


Aug. 26 


1900 


July 11 


,1886 


Apr. 5 


1908 


Apr. 2 


1905 


July 18 


1886 


Apr. 12 


,1908 


July 25 


1886 


Oct. 4 


1891 


Mar. 3 


1895 



242 



APPENDIX. 



The Raising of Lazarus (Easter). John 11 32-45 Apr 2, 1899 

The Raising of Lazarus. - John 11-32-45 ^^^\l' tS^t 

The Resurrection and the Life John 1 :34-44 Sept. 19, 875 

Christ Rejected (Review) John 1:47-53 Sept 26, 875 

The Anointing in Bethany John 12 1-11 Apr 'i, 1»99 

The Supper at Bethany — -"}°t° ]l:}~]] Anr* 19 1908 

Jesus Anointed at Bethany... — ""S^ }?: ' J Aug 1 1886 

Jesus Honored .....-.-.-- — -"i°u^ Vo'-YA An^^S 1905 

The Entry of Jesus into Jerusalem.. — -J°S" }? J^!? jJn on' 901 

Greeks Seeking Jesus.. - Sn l?'-??!?! A^e 8 1886 

Gentiles Seeking Jesus ... - John 12.20-36 Aug. 8, 18»b 

Christ Foretelling His Death -John 12 2C^36 Oct. 11 1891 

Sinftlt SWeV' FeeV.:::::::::::::::::::^^^ 13:1-9 oct 10 1875 

Jesus Washing the Disciples' Feet John 13:1-14 Apr. 30, 190o 

Jesus Teaching Humility —John 3-17 Aug. 15, ISSb 

Washing the Disciples Feet John 13 1-17 Oct. 18, im 

Jesus Teaching Humility ^^Sn v 1n aS" 26 1908 

Jesus Teaching Humility John 13.1-20 Apr. 2b, 1908 

Warning to Judas and Peter.... — -JoJ° ^:21-38 ^ff' 3 1908 

Our Heavenly Home - John 4 May^3 1908 

St crfSng- His-Di;cipi;s:::::::::::::::john 14:1-3, 15-27 oct. 25 i89i 

Jesus Comforting His Disciples. - — ------ — -J^^n 14:1-14 Aug. 29, 1886 

Jesus the Way and the Truth and the Life....John 14:1-14 Apr. 23, 1899 

The Comforter Promised John 14:15-27 june 3 1906 

The Promise of the Father (Pentecost) John 14: 5-27 June 3, 1906 

The Promise of the Father (Pentecost).. John 14 15-27 June 4, 1911 

The Vine and the Branches John 15 1-8 Oct. 24, 18/a 

The Vine and the Branches John 15 1-11 May 7, jsytf 

The Vine and the Branches -John 15 1-12 May 7, 1905 

Jesus the True Vine John 15-16 Sept. 5, 1886 

Christ the True Vine John 15.1-16 ^lov }, i»yi 

Friends and Foes of Jesus...... John 15-11-19 Oct 61, 18/5 

The Mission of the Holy Spirit... John 15.26-16.24 ^^^^%' ]^l 

The Work of the Holy Spirit John 16:1-15 Nov. 8 891 

Whitsuntide... '|onn jO;i^io „ J' .„' icflfl 

The Mission of the Spirit --^''^° }«=&?? Tune 11 1905 

The Comforter Promised (Pentecost). -.-John 6:5-15 June 11, 905 

The Work of the Spirit John 16.7-14 ^ ^''•i^' {Iqi 

Christ's Prayer for His Disciples John :1_- 9 Nov 15 1891 

Jesus Interceding -- Jonn ^' i^o h . 

Jesus Interceding -John 17.15-21 Nov 14. 18/5 

Jesus Prays for His Followers John 17 15^26 May 14 905 

Christ Betrayed - John 8 3 Nov.^.^ ^^^^ 

Jesus Betrayed - t ^„ lo ? iT Mav 14 1899 

Christ Betrayed and Arrested John 8 1-14 May 14 1899 

Jesus Betrayed .- "' t^^„ is i 97 May 17 1908 

Jesus Betrayed and Denied... John 18..1-27 May i . laus 

Christ Before the High Priest John 8. 5-27 May 21 1899 

Jesus Before Pilate — Jonn |»:|™ ^ 28 1899 

Christ Before Pilate John 18.28-40 may /a 

Jesus Before Pilate John 18:28340 ^ay ^ 

Jesus the King. John 18.33-38 Xjov. ^1, i»^o 

Jesus Delivered to Be Crucified.... -— S. I? 1 16 Nov 29! 1891 

Christ before Pilate John 9-16 Nov. 29 189^ 

Jesus Crucified Jonn jy:JJ_^J j^ g 1891 

Chr St Crucified.. - - -John 19. 7_^U ^^^^ ^ ^^^^ 

Christ Crucified John ly i/ ^^^^ 

The Crucifixion - «|onn J»^' -^ 28. 1875 

Jesus on the Cross -John 9.25-30 Nov .« i«^^ 

Jesus' Death and Burial..-.. - J^Jj ^?: IlT Oct. 31. 1886 

Jesus Risen - Jo ^^^ ^^^ ^^^^ 

Chnst Risen .-- — - — - jChn 20-1-18 May 31, 1908 

Jesufl Risen from the Dead.. t u on'.i i« Aor 16 1911 

The Resurrection Morn (Easter) John 20.1-18 Apr. 16 mi 

Easter Lesson •'°'^" ^u.w-xo 



LIST OF UNIFORM LESSONS. 243 

Jesua and Mary June 20:11-18 Dec. 5, 

Jesxis Appears to Mary John 20:11-18 Apr. 14 

Easter Lesson John 20:11-18 Apr. 3 

Christ Risen - John 20:11-20 June 1 1 

The Resurrection John 20:11-23 June 4^ 

Jesus Appears to the Apostles John 20:19-29 Apr. 28 

Thomas Convinced John 20-19-31 Nov. 7 

Jesus Appears to the Apostles John 20:19-31 June 7, 

Jesus and Thomas John 20:24-31 Dec. 12 

The Risen Christ and His Disciples- John 21:1-14 Dec. 20 

The Risen Christ by the Sea of Galilee John 21:1-25 June 14 

Peter and the Risen Lord.. John 21:4-17 June 16 

Peter Restored John 21:4-19 Nov. 14 

Jesus and Peter John 21:1-5-22 Dec. 19 

Jesus and Peter .- - John 21:15-22 May 5 

Jesus Ascends into Heaven Acta 1:1-11 May 19, 

(Luke 24:44-53) 

The Promise of Power Acts 1:1-11 Jan. 5 

The Ascending Lord Acts 1:1-12 Apr. 2 

The Ascension of Christ Acts 1:1-12 July 3 

The Ascending Lord Acts 1:1-14 Jan. 7 

Christ's Ascension ..- Acts 1:1-14 Jan. 3 

The Ascension of Our Lord Acts 1:1-14 Jan. 3 

The Day of Pentecost Acts 2:1-11 Apr. 9 

The Holy Spirit Given -Acts 2:1-11 May 26 

The Promise of Power Fulfilled Acts 2:1-11 Jan. 12 

The Day of Pentecost (Whitsunday) Acts 2:1-11 May 22 

Whitsunday Lesson Acts 2:1-11 May 19 

Whitsunday Losson Acts 2:1-11 June 2 

The Descent of the Spirit Acts 2:1-12 July 10 

The Holy Spirit Given Acts 2:1-13 Jan. 10 

The Descending Spirit Acts 2:1-16 Jan. 14^ 

Whitsuntide Lesson.. .- Acts 2:1-21 June 7, 

The Descent of the Holy Spirit Acts 2:1-21 Jan. 10 

Peter's Defense. Acts 2:12-28 Apr. 16 

The Exalted Saviour ....Acts 2:32-41 Jan. 7 

A Multitude Converted Acts 2:32-47 Jan. 17, 

The Early Christian Church Acts 2:37-47 Apr. 23 

The Believing People Acts 2:37-47 Jan. 21 

The First Christian Church ....Acts 2:37-47 July 17 

The Early Christian Church Acts 2:37-47 Jan. 19 

The Beginnings of the Christian Church Acts 2:22-47 Jan. 17 

The Lame Man Healed Acts 3:1-10 Jan. 26 

The Lame Man Healed Acts 3:1-11 Apr. 30 

The Healing Power Acts 3:1-11 Jan. 28 

The Lame Man Healed Acts 3:1-16 July 24 

The Lame Man Healed Acts 3:1-16 Jan. 24 

The Lame Man Healed Acts 3:1-26 Jan. 24; 

The Prince of Life Acts 3:12-21 Feb. 4 

The Power of Jesus' Name Acts 3:12-26 May 7 

The First Persecution Acts 4:1-12 Feb. 2 

None Other Name Acts 4:1-14 Feb. 11 

The Boldness of Peter and John Acts 4:1-14 Jan. 31 

Peter and John before the Council Acts 4:1-18 July 31 

The Trial of Peter and John Acts 4:1-31 Jan. 31 

Christian Courage Acts 4:8-22 May 14 

Christian Courage Acts 4:18-31 Feb. 18 

The Apostles' Confidence in God Acts 4:19-31 Aug. 7 

Christian Fellowship Acts 4:23-37 May 21 

True and False Giving - Acts 4:32-5:11 Feb. 7 

True and False Brotherhood-. Acts 4:32-5:11 Feb. 7 

Lying unto God Acts 5:1-11 May 2S 

Ananias and Sapphira.. Acts 5:1-11 Feb. 25 

Ananias and Sapphira Acta 5:1-11 Aug. 14 



244 



APPENDIX. 



The Sin of Ljring Acts 5:1-11 

The Apostles in Prison Acts 5:12-26 

Persecution Renewed Acts 5:17-32 

The Prison Opened ..Acts 5:17-32 

The Apostles Imprisoned Acts 5:17-42 

The Apostles Persecuted .- Acts 5:25-41 

The Apostles before the Council Acts 5:27-42 

The Second Persecution Acts 5:32-42 

The Seven Chosen Acts 6:1-15 

The Seven Chosen Acts 6:1-15 

Stephen the First Christian Martyr Acts 6:1-8:3 

The Arrest of Stephen Acts 6:7-15 

The First Christian Martyr Acts 6:8-15; 7:54-60 

Stephen's Defense ..Acts 7:1-19 

Stephen's Defense Acts 7:35-50 

Stephen's Martyrdom. ...Acts 7:51-60 

The Stoning of Stephen Acts 7:54-8:2 

The Fii-st Christian Martyr Acts 7:54-60; 8:1-4 

The First Christian Martyr Acts 7:54-60; 8:1-4 

The Disciyiles Dispersed Acts 8:1-17 

The Disciples Scattered Acts 8:3-13 

The Gospel in Samaria ..Acts 8:4-25 

Philip Preaching at Samaria (Missionary) Acts 8:5-25 

Simon the Sorcerer Acts 8:9-25 

Simon the Sorcerer Acts 8:14-25 

Philip and the Ethiopian Acts 8:26-40 

Philip and the Ethiopian Acts 8:26-40 

Philip and the Ethiopian Acts 8:26-40 

The Ethiopian Convert Acts 8:26-40 

Philip and the Ethiopian. Acts 8:26-40 

The Ethiopian Converted Acts 8:29-39 

Saul of Tarsus Converted Acts 9:1-12 

Saul, the Persecutor, Converted Acta 9:1-12, 17-20 

Saul's Conversion Acts 9:1-18 

Saul's Conversion Acts 9:1-18 

Saul of Tarsus Converted Acts 9:1-20 

The Conversion of Saul Acts 9:1-30 

Saul's Early Ministry Acts 9:19-30 

Saul Preaching Christ. Acts 9:19-31 

Dorcas Restored to Life Acts 9:31-43 

Aeneas and Dorcas Acts 9:31-43 

Peter Working Miracles Acts 9:32-43 

Dorcas Raised to Life Acts 9:32-43 

Peter Working Miracles Acts 9:32-43 

Peter, Aeneas and Dorcas. ...Acta 9:32-43 

Peter's Vision Acts 10:1-20 

Peter's Vision Acts 10:1-20 

Peter and Cornelius Acts 10:1-48 

Missionary Lesson Acta 10:25-35 

Peter Preaching to the Gentiles Acts 10:30-44 

Conversion of Cornelius .Acts 10:30-44 

Peter at Caesarea Acts 10:30-48 

Peter and Cornelius Ac*3 10:34-44 

The Gentiles Received Acts 10:34-48 

Gentiles Received into the Church .Acts 11:4-15 

Gentiles Converted at Antioch .Acts 11:19-26 

Soread of the Gospel... Acts 11:19-30 

The Spread of the Gospel Acta 11:19-30 

The Gospel Preached at Antioch Acts 11:19-30 

The Chui-ch at Antioch in Syria Acts 11:19-30 

The Gospel in Antioch. Acta 11:19-30; 12:25 

Peter Delivered from Prison... Acta 12:1-9 

Peter's Release Acts 12:1-17 

Herod and Peter. ...Acts 12:1-17 

Peter Delivered from Prison Acts 12:1-17 

Peter Delivered from Prison Acts 12:1-19 

Peter Delivered from Prison Acta 12:5-17 



Feb. 9, 

June 4, 

Mar. 4. 

Feb. 14, 

Feb. 14, 
Aug. 21, 
June 11, 
Feb. 16, 
June 18, 
Mar. 11, 
Feb. 21, 
Feb. 23, 
Feb. 21, 

Oct. 1. 
Oct. 

Oct. 15, 

Mar. 2, 
Mar. 18, 
Aug. 28, 
Feb. 28, 

Mar. 9, 
Feb. 28, 
Sept. 4, 

Oct. 22. 

Apr. 

Oct. 29; 

Apr. 8, 
Sept. 11, 

Mar. . , 

Mar. 7, 
Mar. 16, 

Apr. 6, 
Mar. 14, 

Nov. 5, 
Apr. 15, 

Oct. 2, 
Apr. 18, 
Nov. 12, 
Apr. 22. 
Nov. 1[, 
Mar. 14, 
Apr. 29, 

Oct. 9. 

Apr. 
Apr. 13, 
Nov. 26, 
Oct. ] 

Apr. 
Sept. 27, 

May 
Apr. 11, 
Oct. 
Apr. 20, 

Dec. 
Apr. 27, 
Apr. 18, 
Dec. 10, 
May 13, 
Oct. 3f 

May '. 
Apr. 2; 
May 11, 
Dec. 17, 
May 20, 
Nov. 
Apr. 11, 
Apr. 25, 



LIST OF UNIFORM LESSONS. 245 

Paul and Barnabas in Cyprus Acts 13:1-12 May 27, 1883 

The Early Christian Missionaries Acts 13:1-12 May 18,' 1902 

Paiil's First Missionary Journey— Cyprus Acts 13:1-12 May 2, 1909 

Paul in Cyprus Acts 13:1-13 July l' 1877 

The First Christian Missionaries... Acts 13:1-13 Nov. 13, 1892 

Paul Begins His First Missionary Journey Acts 13:1-13 May 2* 1897 

At Antioch-... Acts 13:13-16, 43-52 June 3^ 1883 

Paul's First Missionary Journey — ^Antioch in 

Pisidia Acts 13:13-52 May 9, 1909 

Paul Preaching to the Jews Acts 13:26-39 May 9 1897 

Paul at Antioch Acts 13:26-41 July s', 1877 

Paul's First Missionary Sermon Acts 13:26-43 Nov. 20, 1892 

Turning of the Gentiles. Acts 13:42-52 July 15^ 1877 

Paul at Antioch in Pisidia Acts 13:43-52 May 25, 1902 

The Apostles Turning to the Gentiles.. Acts 13:44-14:7 Nov. 27, 1892 

At Iconium and Lystra ..Acts 14:1-18 June 10, 1883 

Paul's First Missionary Journey — Iconium and 

Lystra ..Acts 14:1-28 May 16, 1909 

Paul at Lystra Acts 14:8-19 June 1, 1902 

Paul at Lystra.. Acts 14:8-20 July 22, 1877 

Work Among the Gentiles Acts 14:8-22 Dec. 4, 1892 

Paul Preaching to the Gentiles _ Acts 14:11-22 May 16, 1897 

End of First Missionary Journey Acts 14:19-28 June 17, 1883 

The Conference at Jerusalem ..Acts 15:1-6, 22-29 May 23, 1897 

The Conference at Jerusalem Acts 15:1-11 Jan. 6, 1884 

The Council at Jerusalem Acts 15:1-35 May 23, 1909 

The Apostolic Council ..Acts 15:12-29 Dec. 11, 1892 

The Yoke Broken Acts 15:22-31 July 29, 1877 

The Council at Jerusalem Acts 15:22-33 June 8,' 1902 

Paul's Second Missionary Journey Acta 15:35-41; 16:1-10 Feb. 3, 1884 

Paul's Second Missionary Journey— Antioch to 

Philippi Acts 15:36-16:15 July 4, 1909 

Paul Sent to Macedonia Acts 16:1-15 Aug. 5, 1877 

Paul Called to Europe Acts 16:6-15 July 2, 1893 

First Converts in Europe Acts 16:6-15 July 4, 1897 

Paul Crosses to Europe Acts 16:6-15 June 15, 1902 

The Conversion of Lydia Acts 16:11-24 Feb. 10, 1884 

Paul's Second Missionary Journey— The Phil- 

ippian Jailer Acts 16:16-40 July 11, 1909 

Paul at Philippi Acts 16:19-34 July 9, 1893 

Paul and Silas in Prison Acts 16:22-34 Aug. 12, 1877 

Paul and the Philippian Jailer Acts 16:22-34 July 11, 1897 

Paul and Silas at Philippi Acts 16:22-34 Jan. 4, 1903 

The Conversion of the Jailer Acts 16:25-40 Feb. 17, 1884 

Paul at Thessalonica and Berea Acts 17:1-12 July 18, 1897 

Paul at Thessalonica and Berea.. Acts 17:1-12 Jan. 18, 1903 

Thessalonians and Bereans Acts 17:1-14 Aug. 19,1 877 

Thessalonians and Bereans. Acta 17:1-14 Feb. 24, 1884 

Paul's Second Missionary Journey — Thessa- 
lonica and Berea _Acts 17:1-15 July 18, 1909 

Paul's Second Missionary Journey— Athens Acts 17:16-34 July 25, 1909 

Paul at Athens. Acta 17:22-31 July 16, 1893 

Paul at Athens Acts 17:22-34 Aug. 26, 1877 

Paul at Athens Acts 17:22-34 Mar, 2, 1884 

Paul Preaching in Athens Acts 17:22-34 July 25, 1897 

Paul at Athens Acts 17:22-34 Feb. 1, 1903 

Paul at Corinth ....Acts 18:1-11 Sept. 2, 1877 

Paul at Corinth Acts 18:1-11 July 23, 1893 

Paul's Ministry in Corinth Acts 18:1-11 Aug. 1, 1897 

The Church at Corinth Founded .Acts 18:1-11 Feb. 8, 1903 

Paul at Corinth Acts 18:1-17 Mar. 9, 1884 

Close of Paul's Second Missionary Journey Acts 18:1-22 Aug. 1, 1909 

Paul's Third Missionary Journey Acts 18:23-28; 19:1-7 Apr. 6, 1884 

Paul's Third Missionary Journey— Ephesua Acts 18:23-19:22 Aug. 15, 1909 

Paul and Apollos Acts 18:24-19:6 Mar. 1, 1903 

Paul at Ephesus Acts 19:1-12 Sept. 9, 1877 

Paul at Ephesus Acta 19:1-12 July 30, 1893 



246 APPENDIX. 

Paid at Epheaua Acts 19:8-22 Apr. 13, 

Pavd at Ephesus - ....Acts 19:13-20 Mar. 8, 

Power of the Word Acts 19:17-28 Sept. 1( 

Paul Opposed at Ephesua. -Acts 19:21-34 Aug. 29, 

The Uproar at Ephesus Acta 19:23-41; 20:1, 2 May 18, 

Paul's Third Missionary Journey— The Riot 

in Ephesus - Acts 19:23-20:1 Aug. 22, 

The Riot at Ephesus ...Acts 19:29-40 Mar. 15, 

Paul at Troas. Acts 20:2-16 Jan. 4, 

Paul's Third Missionary Journey— Farewells.. .Acts 20:2-38 Sept. 5, 

Paul at Miletus ..- -- Acts 20:17-27 Jan. 11, 

Paul at MUetus Acts 20:17-32 Sept. 23, 

Paul at Miletus.... Acts 20:22-35 Aug. 6, 

Paul's Address to the Ephesian Elders Acts 20:22-35 Sept. 19, 

Paul's Farewell ..Acts 20:28-38 Jan. 18, 

Paul's FareweU to Ephesus Acts 20:28-38 Apr. 5, 

Paul Going to Jerusalem. Acts 21:1-14 Jan. 25, 

Paul's Last Journey to Jerxisalem Acts 21:1-15 Oct. 3, 

Close of Paul's Third Missionary Journey Acts 21:1-17 Sept. 12, 

Paul's Journey to Jerusalem Acts 21:3-12 Apr. 

Paul at Caesarea. Acts 21:8-15 Oct. 7, 

Paula Prisoner— The Arrest Acts 21:17-22:29 Oct. 3, 

Paul at Jerusalem Acts 21:15-26 Feb. 1, 

Paul at Jerusalem Acts 21:27-39 Oct. 14, 

Paul at Jerusalem Acts 21:27-39 Aug. 13, 

Paul Assailed. ..- Acts 21:27-40 Feb. 8, 

Paul Arrested Acts 21:30-39 May 3, 

Paul's Defense ...Acts 22:1-21 Feb. 15, 

Jesus Appears to Paul Acts 22:6-16 June 9, 

Paul and the Bigoted Jews .Acts 22:17-30 Oct. 21, 

Paul a Prisoner at Jerusalem .Acts 22:17-30 Oct. 10, 

Paul a Prisoner— The Plot .Acts 22:30-23:35 Oct. 10, 

Paul Before the Council... Acts 23:1-11 Oct. 28, 

Paul Before the CouncU ..Acts 23:1-11 Feb. 22, 

The Plot Against Paul Acts 23:12-22 May 10, 

Paul Sent to Felix Acts 23:12-24 Mar. 1, 

Paul a Prisoner— Before Felix Acts 24 Oct. 17, 

Paul Before Felix Acts 24:10-16, 24-26 May 17, 

Paul Before Felix Acts 24:10-25 Nov. 4, 

Paul Before Felix... Acts 24:10-25 Aug. 20, 

Paul Before the Roman Governor Acts 24:10-25 Oct. 17, 

Paul Before Felix Acts 24:10-27 Mar. 8, 

Paul a Prisoner— Before Festus and Agrippa..-Acts 25:6-12; 26 Oct. 24, 

Paul Before Agrippa Acts 26:1-18 Mar. 15, 

Paul Before Agrippa Acts 26:6-20 Nov. 11, 

Paul Before Agrippa Acts 26:19-29 May 24, 

Paul Vindicated Acts 26:19-32 Mar. 22, 

Paul Before Agrippa Acts 26:1^32 Aug. 27, 

Paul Before King Agrippa .Acts 26:19-32 Oct. 24, 

Almost Persuaded ..Acts 26:21-29 Nov. 18, 

Paul's Voyage.... .Acts 27:1, 2, 14-26 Apr. 5, 

Paul a Prisoner— The Voyage Acts 27:1-26 Oct. 31, 

Paul's Voyage and Shipwreck Acts 27:13-26 Oct. 31, 

Paul in the Storm Acts 27:14-26 Nov. 25, 

Paul's Shipwreck Acts 27:27-44 Apr. 12, 

Paul a Prisoner— The Shipwreck Acta 27:27-28:10 Nov. 7, 

Paul Shipwrecked Acts 27:30-44 Sept. 3, 

The Deliverance Acts 27:33-44 Dec. 2, 

Paul's Voyage and Shipwreck Acts 27:33-44 June 7, 

PaulinMelita ..Acts 28:1-10 Dec." 

Paul Going to Rome Acts 28:1-15 Apr. 1., 

Paulin Melita and Rome .Acts 28:1-16 Nov. 7, 

Paul at Rome - Acts 28:16-24, 30, 31 June 14, 

Paul a Prisoner— In Rome ...Acts 28:11-31 Nov. 14, 

Paul at Rome - --Acts 28:16-31 Dec. 16, 

Paul at Rome Acts 28:16-31 Apr. 26, 

Paul's Ministry in Rome Acts 28:17-31 Nov. 14, 



LIST OF UNIFORM LESSONS. 



247 



Paul at Rome - ...Acts 28:20-31 Sept. 10, 1893 

The Power of the Gospel Rom. 1:8-17 Oct. 1, 1893 

Redemption in Christ - Rom. 3:19-26 Oct. 8, 1893 

Justification by Faith... Rom. 3:19-31 June 8, 1884 

Peace with God Rom. 5:1-10 July 7, 1872 

Peace with God Rom. 5:1-10 July 6, 1879 

Justification by Faith Rom. 5:1-11 Oct. 15, 1893 

The Life-Giving Spirit ..Rom. 8:1-14 May 31, 1903 

The Contrast Rom. 8:6-18 July 14, 1872 

The Security of Believers Rom. 8:28-39 July 13, 1879 

The Blessedness of Believers.. Rom. 8:28-39 June 15, 1884 

Faith and Confession Rom. 10:4-13 July 21, 1872 

A T.ivin? Sacrifice ...Rom. 12:1-8 July 28, 1872 

ciiSSrL'^ng ::::::::: Rom. 12:1-15 oct. 22, 1893 

Christian Livine - ..Rom. 12:9-21 Aug. 4, 1872 

CWiaS LivSI::: -.Rom. 12:9-21 Sept. 12, 1897 

Obedience to Law - -- .Rom. 13:1-10 June 22, 1884 

The Law of Love (Tern.) Rom. 13:7-14 Apr. 19, 1903 

The Law of Love Luke 6:27-38; Rom. 13:8-10 

May 12, 1912 

Love Fulfilling the Law... Rom. 13:8-14 Aug. 11 1872 

Temperance Lesson - Rom. 13:8-14 Sept. 25, 1887 

Purity of Life (Tem.).. Rom. 13:8-14 Mar. 24, 1895 

Temperance Lesson Rom. 13:8-14 June 22, 1902 

Temperance Lesson.... Rom. 13:8-14 June 27, 1909 

AccountabUity to God Rom. 14:7-13 Aug. 18, 1872 

Personal Responsibility (Tem.).... -Rom. 14:10-21 June 20, 1897 

Paul on Self-Denial (World's Tem. Lesson ).-.. Rom. 14:10-21 Nov. 28, 1909 

Temperance Lesson.. - Rom. 14:12-23 Dec. 2.5, 1892 

Personal Responsibility (Tem.) Rom. 14:12-23 Sept. 17, 1893 

World's Temperance Sunday ..Rom. 14:12-23 Nov. 20, 1904 

World's Temperance Sunday ....Rom. 14:12-23 Nov. 24, 1907 

Help One Another - Rom. 15:1-7 Aug. 2o, 1872 

Paul's Preaching 1 Cor. 1:17-31 Apr. 20, 1884 

The CroS -— - - -1 Cor. 1:18-25 Sept. 1, 1872 

Husbandmen and Builders 1 Cor. 3:6-15 Sept 8, 1872 

The Temple of God- 1 Cor. 3:16-23 Sept. lo, 1872 

Abstinence for the Sake of Others 1 Cor. 8:1-13 Apr. 27, 1884 

Temperance Lesson 1 Cor. 8:1-13 June 24, 1888 

Abstinence for the Sake of Others (Tem.) 1 Cor. 8:1-13 Oct. 29, 1893 

Abstaining for the Sake of Others (Tem.) 1 Cor. 8:1-13 Aug. 15, 1897 

Temperance Lesson 1 Cor. 8:4-13 June 30, 1889 

Christian Self-Control (Tem.). 1 Cor. 8:4-13 Feb. 15, 1903 

Christian Self-Restraint (Tem.) 1 Cor. 9:19-27 Mar. 21, 1897 

The Race and the Prize (Tem.) ...1 Cor. 9:22-27 Sept. 25, 1881 

Abstinence for the Sake of Others (Tem.) 1 Cor. 10:23-33 Nov. 26. 905 

Temnerance Lesson ---1 Cor. 10:23-33 June 30, 1907 

tISSSSlIssoS::::.-.- i cor. 10:23-33 sept. 26, 1909 

The Lord's Supper Profaned (Tem.) .,...1 Cor. 11:20-34 Sept. 25, 1892 

Whitsuntide Lesson-The Work of the Spirit..l Cor. 12:1-21 May lo, 1910 

Christian Love - - -J Cor. 13:1-3 July 20, 8/9 

Christian Love .1 Cor. 13:1-13 May 4, 1884 

The Excellence of Christian Love.. .1 Cor. 13:1-13 Aug. 22, 1897 

Charity the Greatest 1 Cor. 13: -13 Sept. 22, 8/2 

nViristian Love -- 1 Cor. 13:1-13 I'eb. 22, 1903 

Pa^ on cSianLoVe: --1 Cor. 13:1-13 Aug. 29 1909 

Easter Lesson --1 Cor. 15:3-14 Apr. 14, 1895 

The Appearances of the Risen Lord (Easter).. 1 Cor. 15:1-11 Apr. 7, 1912 

TViP T?^<jiirrpction 1 Cor. 15:12-26 Nov. o, lo9a 

Eafter Sn -1 Cor. 15:12-28 Apr. 11, 1909 

The Resurrection "(Easter). .-1 Cor. 15:12-26 Apr. 18, 1897 

The Resurrection (Easter)... -1 Cor. 15:20, 21, 50-58 

Apr. 12, 1903 
EaBter Leason 1 Cor. 15:12-21. 55-58 ^^^ ^^^^ 



248 APPENDIX. 

Victory Over Death 1 Cor. 15:50-58 July 27, 1879 

Victory Over Death 1 Cor. 15:50-58 May 11, 1884 

The Ministry of Reconciliation 2 Cor. 5:14-21 Aug. 3, 1879 

The Grace of Liberality 2 Cor. 8:1-12 Nov. 12, 1893 

Paul on the Grace of Giving 2 Cor. 8:1-15 Dec. 5, 1909 

Gentiles Giving for Jewish Christians 2 Cor. 9:1-11 Sept. 5, 1897 

Liberal Giving 2 Cor. 9:1-15 May 25, 1884 

Paul's Story of His Life 2 Cor. 11:21—12:10 Nov. 21, 1909 

The Power of Christ 2 Cor. 12:1-10 Jan. 21, 1872 

Christian Liberty - Gal. 4:1-16 June 1, 1884 

Temperance Lesson Gal. 5:15-26 Sept. 25, 1910 

Temperance Lesson Gal. 5:16-28 Mar. 25, 1888 

Temperance Lesson Gal. 5:15-26; 6:7-8 Sept. 30, 1906 

The Fruit of the Spirit Gal. 5:22-26; 6:1-9 Aug. 10, 1879 

Temperance Lesson Gal. 6:1-10 Mar. 30, 1890 

Paul's Message to the Ephesians Eph. 2:1-10 Mar. 22, 1903 

Imitation of Christ. Eph. 4:20-32 Nov. 19, 1893 

Temperance Lesson Eph. 5:6-20 June 28, 1908 

Temperance Lesson - Eph. 5:11-21 Mar. 23, 1902 

Temperance Lesson Eph. 5:11-21 June 23, 1912 

Temperance Lesson Eph. 5:15-21 Mar. 31, 1889 

Obedience Eph. 6:1-13 May 3, 1885 

The Christian Armor Eph. 6:10-20 Aug. 17, 1879 

The Christian Armor Eph. 6:10-20 Nov. 21, 1897 

Christ's Humility and Exaltation Phil. 2:1-11 Dec. 5, 1897 

The Mind of Christ Phil. 2:1-13 Aug. 24, 1879 

Christ Our Example Phil. 2:5-16 May 10, 1885 

Christian Living Phil. 4:1-13 Jan. 11, 1903 

Christian Contentment Phil. 4:4-13 May 17, 1885 

The New Life in Christ (Tem.) Col. 3:i-i5 June 18, 1899 

The Christian Home Col. 3:12-25 Nov. 26, 1893 

Practical Religion Col. 3:16-25 Aug. 31, 1879 

Missionary Lesson 1 Thea. 1:1-10 Sept. 30, 1888 

Working and Waiting for Christ 1 Thes. 4:9—5:2 Aug. 8, 1897 

The Coming of the Lord. 1 Thes. 4:13-18 Sept. 7, 1879 

The Coming of the Lord 1 Thes. 4:13-18; 5:1-8 

Mar. 16, 1884 

Paul's Instructions to the Thessalonians 1 Thes. 5:12-24 Aug. 8, 1909 

Paul's Counsel to the Thessalonians 1 Thes. 5:14-28 Jan. 25, 1903 

Christian Diligence 2.Thes. 3:1-18 Mar. 23, 1884 

The Faithful Saying 1 Tim. 1:15-20; 2:1-6 May 24, 1885 

The Christian in the World 1 Tim. 6:6-16 Sept. 14, 1879 

Paul's Advice to Timothy 2 Tim. 1:1-7; 3:14-17 June 13, 1897 

Paul's Charge to Timothy 2 Tim. 3:14-17; 4:1-8 May 31, 1885 

Paul's Charge to Timothy 2 Tim. 3:14-4:8 June 21, 1903 

Paul's Last Words 2 Tim. 4:1-8 Dec. 23, 1877 

Paul's Last Words 2 Tim. 4:1-8, 16-18 Dec. 12, 1897 

Paul's Last Words 2 Tim. 4:1-18 Dec. 12, 1909 

Sober Living (Tem.) Titus 2:1-15 Nov. 25, 1900 

The Christian Citizen Titus 3:1-9 Sept. 21, 1879 

A Christmas Lesson Heb. 1:1-9 Dec. 25, 1898 

God's Message by His Son Heb. 1:1-8; 2:1-4 June 7, 1885 

Our Great High Priest... Heb. 4:14-16; 5:1-6 Oct. 5, 1879 

The Types Explained. Heb. 9:1-12 Oct. 12, 1879 

The Priesthood of Christ... Heb. 9:1-12 June 14, 1885 

Jesua Our High Priest in Heaven Heb. 9:11-14, 24-28 June 2, 1901 



LIST OF UNIFORM LESSONS. 249 

Tke Living Mediator Heb. 9:23-28 Jan. 14 1872 

The Triumphs of Faith Heb. 11:1-10 Oct. 19, 1879 

Heroes of Faith Heb. 11:1-40 June 13, 1909 

Hearing and Doing James 1:16-27 Jan. 13, 1884 

Grateful Obedience James 1:16-27 Dec. 3, 1893 

Christian Faith Leads to Good Works James 2:14-23 May 30, 1897 

Faith and Works James 2:14-26 Oct. 26, 1879 

Believing and Doing. ..James 2:14-26 May 30, 1909 

The Power of the Tongue James 3:1-12 June 6, 1909 

Sins of the Tongue.. James 3:1-13 June 6, 1897 

The Power of the Tongue James 3:1-18 Jan. 20, 1884 

Living as in God's Sight James 4:7-17 Jan. 27, 1884 

The Heavenly Inheritance 1 Peter 1:1-12 Dec. 10, 1893 

The Perfect Pattern 1 Peter 2:19-25 Nov. 2, 1879 

Salutary Warnings (Tem.) 1 Peter 4:1-8 Nov. 28, 1897 

Abstinence from Evi (Tem.) 1 Peter 4:1-11 Sept. 20, 1903 

Christian Progress 2 Peter 1:1-11 June 21, 1885 

The Perfect Saviour 1 John 1:1-10 Nov. 9, 1879 

Walking in the Light .1 John 1:5-10; 2:1-6 Nov. 21, 1886 

John's Message About Sin and Salvation 1 John 1:5—2:6 Dec. 19, 1897 

The Love of the Father 1 John 4:7-16 Nov. 16, 1879 

God's Love in the Gift of His Son (Christmas).! John 4:9-16 Dec. 26, 1897 

John's Vision of Christ Rev. 1:4-18 Nov. 28, 1S86 

The Glorified Saviour Rev. 1:9-20 Dec. 17, 1893 

Jesus Appears to John Rev. 1:9-20 June 16, 1901 

The Glorified Saviour Rev. 1:10-20 Nov. 23, 1879 

The Message of the Risen Christ Rev. 1:10-20 June 11, 1905 

The Glorified Son of Man Rev. 1:12-20 Jan. 28, 1872 

To the Church of Ephesus Rev. 2:1-7 Feb. 4, 1872 

To the Church of Smyrna and Pergamos. Rev. 2:8-17 Feb. 11,1872 

To the Church of Sardis Rev. 3:1-6 Feb. 18, 1872 

The Message to the Churches Rev. 3:1-13 Nov. 30, 1879 

To the Church of Philadelphia... Rev. 3:7-13 Feb. 25, 1872 

To the Church of Laodicea Rev. 3:14-22 Mar. 3, 1872 

The Sealed Book Rev. 5:1-14 Mar. 10, 1872 

The Heavenly Song Rev. 5:1-14 Dec. 7, 1879 

Worshipping God and the Lamb._ Rev. 5:1-14 Dec. 5, 1886 

The Lamb in the Midst of the Throne Rev. 7:9-17 Mar. 17, 1872 

The Saints in Heaven Rev. 7:9-17 Dec. 12, 1886 

A New Heaven and a New Earth (Tem.) Rev. 21:1-7, 22-27 June 23, 1901 

The Heavenly City Rev. 21:21-29; 22:1-5 Dec. 14, 1879 

The Heavenly Home Rev. 22:1-11 June 18, 1905 

The Great Invitation ..Rev. 22:8-21 Deci 19, 1886 

The Great Invitation (MLssionary) Rev. 22:8-21 Dec. 24, 1893 

Alpha and Omega Rev. 22:10-17 Mar. 24, 1872 

The Last Words Rev. 22:10-21 Dec. 21, 1879 



II. SPECIAL PRIMARY AND ADVANCED 
COURSES. 



OPTIONAL PRIMARY LESSONS FOR 1896. 

(Issued in 1895.) 

Note. — This list of optional primary lessons is prepared by the 
International Lesson Committee in response to a request from many 
primary worlsers who wish a separate primary course, while the Com- 
mittee still believe in the wisdom of one uniform lesson for all. 

In selecting Scriptures to be read and studied in connection wittfc 
these lessons, the Committee have given several for the teacher's study. 

FlEST QUABTEE. 

1. January 5. — Our Heavtenly Father. Matt. 6: 9-15; Ps. 
103; Luke 11: 1-13. Golden Text: Our Father which art 
in heaven, Hallowed be thy name. Matt. 6 : 9. 

2. January 12.— God the Creator. Gen. 1: 1-25; Ps. 19; 
Ps. 104; John 1 : 1-3. Golden Text: In the beginning God 
created the heaven and the earth. Gen. 1 : 1. 

3. January 19.— The Creation of :Man. Gen. 1 : 26-28 ; 2 : 7 ; 
Ps. 100: 3; Acts 17: 24-26. Golden Text: The Lord he is 
God; it is he that made us, and not we ourselves. Ps. 
100: 3 (middle clause). 

4. January 26. — The Garden of Eden. Gen. 2: 8-17; Rev. 
22: 1-5. Golden Text: And the Lord God took the man, 
and put him into the garden of Eden, to dress it and to keep 
it. Gen. 2 : 15. 

5. February 2.— The Family. Gen. 2: 18-24; Eph. 6: 1-9; 
Col. 3: 18-25. Golden Text: Let us love one another: for 
love is of God. 1 John 4 : 7. 

6. February 9. — Love in the Family. Ex. 20 : 12 ; Gen. 45 : 
1-15; Rom. 12: 9, 10; Eph. 5: 25, 28. Golden Text: Be 
ye kind one to another, tender-hearted, forgiving one an- 
other. Eph. 4 : 32. 

7. February 16. — Obedience to Parents. Gen. 18: 17-19; 
Luke 2 : 51, 52 ; Prov. 6 : 20-23 ; 2 Tim. 1:5; 3 : 14, 15. 
Golden Text: Children, obey your parents in the Lord: for 
this is right. Eph. 6 : 1. 

8. February 23.— God's Voice. Gen. 3: 8-10; 12: 1-3; Ex. 
3: 1-6; 1 Sam. 3: 1-10. Golden Text: I will hear what 
God the Lord will speak. Ps. 85 : 8. 

250 



SPECIAL COURSES. 251 

9. March 1.— God's Word. Ps. 119 : 89-105 ; 2 Tim. 3 : 14-16 ; 
1 Peter 1: 23-25; John 17: 17. Golden Text: The word 
of our God shall stand for ever. Isa. 40 : 8. 

10. March 8. God's Love. John 10: 1-15; Luke 15: 11-32. 
Golden Text: Herein is love, not that we loved God, but 
that he loved us. 1 John 4: 10 (first clause). 

11. March 15.— God's Gift. John 3: 11-18; 1 John 4: 9-21. 
Golden Text: For God so loved the world, that he gave his 
only begotten Son, that whosoever believeth in him should 
not perish, but have everlasting life. John 3 : 16. 

12. March 22.— Jesus the Saviour. Luke 2: 8-14; 19: 10; 
Rom. 3: 24-26. Golden Text: Christ Jesus came into the 
world to save sinners. 1 Tim. 1 : 15. 

13. March 29. — Review. Golden Text: Remember now thy 
Creator in the days of thy youth. Eccl. 12: 1. 

Second Quarter. 

1. April 5.— God's Care for All. Ps. 145: 9-16; 65: 9-13; 
Matt. 5: 43-48. Golden Text: Praise the Lord for hi3 
goodness, and for his wonderful works to the children of 
men. Ps. 107 : 8. 

2. April 12.— God's Care for Us. Matt. 6: 24-34; Ps. 23; 
Phil. 4: 6, 19; 1 Peter 5: 6, 7. Golden Text: Your heav- 
enly Father knoweth that ye have need of all these things. 
Matt. 6 : 32. 

3. April 19. — The Story of Elijah. 1 Kings 17: 1-16. 
Golden Text: Seek ye the kingdom of God; and all these 
things shall be added unto you. Luke 12 : 31. 

4. April 26.— The Tets- Commandments. Ex. 20:1-17; Dent. 
5 : 6-21. Golden Text : Thy word have I hid in mine heart, 
that I might not sin against thee. Ps. 119 : 11. 

5. May 3.— The Law of Love. Matt. 22 : 35-iO ; John 13 : 
34, 35; 14: 21-24. Golden Text: If ye love me, keep my 
commandments. John 14: 15. 

6. May 10. — David and Jonathan. 1 Sam. 20 ; 2 Sam. 1 : 26. 
Golden Text: Greater love hath no man than this, that a 
man lay down his life for his friends. John 15 : 13. 

7. May 17. — Great Promises. Gen. 17 : 1-8 ; Matt. 1 : 21 ; 
John 3 : 16, 36. Golden Text: He is faithful that promised. 
Heb. 10 : 23. 

8. May 24. — Other Precious Promises. Ps. 34 : 3-7 ; 50 : 14, 
15; Matt. 6 : 33 ; 11 28-30; John 11: 25, 26; 14: 1-3; 
Heb. 13 : 5. Golden Text : What he had promised, he was 
able also to perform. Rom. 4 : 21. 



252 APPENDIX. 

9. May 31.— Pbayer— Asking God. Matt. 7 : 6-11 ; Luke 7 : 
1-10; 11: 1-13; Acts 16: 25-34. Golden Text: Ask, and 
it shall be given you ; seek, and ye shall find. Matt. 7 : 7. 

10. June 7.— The PRAYmo Daniel. Dan. 2 : 17-23 ; 6 : 10-23. 
Golden Text: Thy Father which seeth in secret shall 
reward thee openly. Matt. 6 : 6. 

11. June 14.— Thanking God. Ps. 31 : 1-15 ; Ps. 148 ; Eph. 
5: 19, 20; Phil. 4 : 6, 7. Golden Text: Be thankful unto 
him, and bless his name. Ps. 100 : 4. 

12. June 21.— David Praising God. 2 Sam. 7; Ps. 138; Ps. 
145. Golden Text: Every day will I bless thee; and I will 
praise thy name for ever and ever. Ps. 145 : 2. 

13. June 28. — Review. Golden Text: All thy works shall 
praise thee, O Lord; and thy saints shall bless thee. Ps. 
145: 10. 

Third Quarter. 

1. July 5.— Lo^^NG God. Deut. 6 : 4, 5 ; Ps. 116 : 1, 2 ; Luke 
7: 47; Rom. 8: 28; 1 Peter 1: 8. Golden Text: We love 
him, because he first loved us. 1 John 4 : 19. 

2. July 12.— Obeying God. Deut. 6:6-9; Josh. 24: 14, 15; 
1 Sam. 15: 22; Ps. 103: 17, 18; John 14: 23; Rev. 22: 14. 
Golden Text: He that hath my commandments and keepeth 
them, he it is that loveth me. John 14: 21 (first clause). 

3. July 19. — Love and Kindness to All. Matt. 6 : 14, 15 ; 
Matt. 26 : 51, 52 ; Luke 6 : 27-38 ; 1 Cor. 13 ; Eph. 4 : 31, 32. 
Golden Text: As ye would that men should do to you, do ye 
also to them likewise. Luke 6 : 31. 

4. July 26.— Helping Others. Matt. 5 : 13-16 ; Acts 3 : 1-8 ; 
28 1, 2; Rom. 15 : 1, 3 ; 12: 9-21; Gal. 6 : 1, 2. Golden 
Text: By love serve one another. Gal. 5: 13. 

5. August 2. — Our Neighbors. Luke 10: 25-37; James 2: 
8-17. Golden Text: Thou shalt love thy neighbor as thy- 
self. Matt. 19: 19 (last clause). 

6. August 9. — Our Dumb Neighbors (Animals). Ps. 104: 
10-28: Prov. 12 : 10 ; 1 Cor. 9: 9. Golden Text: Be ye 
therefore merciful, as your Father also is merciful. Luke 
6: 36. 

7. August 16. — Caring for Ourselves. Ps. 1 ; Prov. 3 : 1-4, 
13-18 ; Prov. 6 : 6-19 ; Mark 7 : 14-23 ; Phil. 4 : 8. Golden 
Text: Every one of us shall give an account of himself to 
God. Rom. 14: 12. 

8. August 23. — Resisting Temptation. Prov. 20 : 1 ; 23 : 
20, 21 ; Matt. 6 : 13 ; Rom. 12 : 21 ; Eph. 6 : 13-18 ; James 
1 : 12, 14. Golden Text: Be strong in the Lord, and in the 
power of his might. Eph. 6 : 10. 



SPECIAL COURSES. 253 

9. August 30.— Working. Gen. 3: 19; Prov. 22: 28; 24: 
30-34 ; 31 : 10-31 ; 1 Thess. 4 : 11 ; 2 Thess. 3 : 8-12. Golden 
Text: Whatsoever a man soweth, that shall he also reap. 
Gal. 6: 7. 

10. September 6.— Giving. Prov. 3: 9, 10; 19: 17; Matt 6: 
19-21 ; Luke 6 : 38 ; Acts 20 : 35 ; 2 Cor. 8 : 7-12 ; 9 : 6-8. 
Golden Text: God loveth a cheerful giver. 2 Cor. 9: 7. 

11. September 13.— Happy Living. Ps. 1; Matt. 5: 3-12; 
Rom. 12 : 9-21 ; Gal. 5 : 22-26 ; Phil. 4: 4-9. Golden Text: 
Happy is that people, whose God is the Lord. Ps. 144 : 15 
(last clause). 

12. September 20.— The Hea\t:nly Home. Matt. 6 : 20 ; John 
14 : 1-3 ; John 3 : 11-13 ; 1 Cor. 2 : 9, 10 ; Rev. 21 ; Rev. 22. 
Golden Text: If I go and prepare a place for you, I will 
come again, and receive you unto myself. John 14 : 3. 

13. September 27. — Review. A Christ-Like Life. Golden 
Text: Ye should follow his steps. 1 Peter 2: 21. 

FOUBTH QUAETEE. 

1. October 4.— The Creation. Gen. 1 ; Job 38 ; Ps. 19 ; Ps. 
104; John 1: 1-3; Rev. 21. Golden Text: Thou, Lord, in 
the beginning hast laid the foundation of the earth ; and 
the heavens are the works of thine hands. Heb. 1 : 10. 

2. October 11.— The Deluge. Gen. 6-8; Job 22: 13-18; 
Matt. 24: 37-39; Luke 17: 26, 27. Golden Text: While 
the earth remaineth, seed-time and harvest, and cold and 
heat, and summer and winter, and day and night shall not 
cease. Gen. 8 : 22. 

3. October 18.— The Call of Abraham. Gen. 12: 1-5; 15; 
1-18; 17: 1-8; Acts 7: 1-7; Rom. 4; Heb. 11: 8-19. 
Golden Text: Abraham believed God . . . and he was 
called the Friend of God. James 2 : 23. 

4. October 25. — Joseph in Egypt. Gen. 37 : 41, 47 ; Ps. 105 : 
16-23 ; Acts 7 : 9-15 ; Heb. 11 : 22. Golden Text: The Lord 
was with him, and that which he did, the Lord made it to 
prosper. Gen. 39: 23 (last clause). 

5. November 1.— The Call of Moses. Ex. 2 : 1-10 ; 3 : 1-10 ; 
Mark 9: 1-10; Acts 7: 20-35; Heb. 11: 23-28. Golden 
Text: And the Lord spake unto Moses . . . as a man 
speaketh unto his friend. Ex. 33 : 11 (first clause). 

6. November 8.— The Sabbath. Gen. 2 : 1-3 ; Ex. 20 : 8-11 ; 
31 : 12-17 ; Neh. 13 : 15-23 ; Mark 2 : 23-28 ; John 5 : 1-16. 
Golden Text: Remember the Sabbath day, to keep it holy. 
Ex. 20: 8. 



254 APPENDIX. 

7. November 15. — The Exodus. Ex. 12: 29-42; 14: 15; Ps. 
105: 2G-39; Acts 7: 36. Golden Text: The Lord is my 
light and my salvation; whom shall I fear? Ps. 27: 1 
(first clause). 

8. November 22.— The Manna. Ex. 16 : 1-15 ; Num. 11 : 1-9 ; 
Ps. 78: 23-25; John 6: 28-35, 48-58. Golden Text: Jesus 
said unto them, I am the bread of life. John 6: 35 (first 
clause). 

9. November 29. Israel at Sinai. Ex. 19, 20, 32, 34 ; Rom. 
8:3; Gal. 3: 10-13. Golden Text: The law was given 
by Moses, but grace and truth came by Jesus Christ. Joha 
1: 17. 

10. December 6. — In the Promised Land. Deut. 31 : 7-23 ; 
Josh. 1: 3, 4; Ps. 78: 53-55; 105: 42-45. Golden Text: I 
will give it unto you to possess it, a land that floweth with 
milk and honey. Lev. 20: 24 (middle clause). 

11. December 13. — God's Mercies Remembered. Deut. 8; 1 
Sam. 7: 1-13; Ps. 30: 1-4; 2 Sam. 7: 18-29; Ps. 23. 
Golden Text: The Lord is my shepherd; I shall not want 
Ps. 23 : 1. 

12. December 20.— Review. Golden Text: Bless the Lord, O 
my soul, and forget not all his benefits. Ps. 103 : 2. 

18. December 27. The Birth of Jesus. Gen. 3 : 15 ; Isa. 9 : 
6, 7 ; 7:14; Matt. 1 : 20-25 ; 2 : 1-10 ; Luke 1 : 26-33 ; 2 : 
1-17. Golden Text: Unto you is born this day In the city 
of David a Saviour, which is Christ the Lord. Luke 2 : 11. 



BEGINNERS' COURSE. 

(Issued in December, 1901.) 
Important Note by the Subcommittee. 

The Subcommittee has arranged these lessons to begin with the 
month of September. In November, the lessons lead up to Thanks- 
giving, while in December and in the Spring, they lead up to Christmas 
and Easter, respectively. Teachers beginning at other times in the 
year can readily adapt themselves to this arrangement. 

As Easter is a movable feast, the lessons will have to be somewhat 
adjusted to the year in which they are used. But as all teachers of 
the very young admit that lessons should be more topical than chrono- 
logical, there will be no difficulty in this. 

The mind of the Subcommittee, in preparing this course, has been 
that the teacher should aim not only at the impartation of the lesson- 
facts, but even more earnestiv at the nurture of the religious life of the 
little child. Therefore of course suitable hymns, pictures, and devo- 
tional exercises must be made use of. to further this primary end. 

It has also been borne in mind that since these young children are 
for the most part non-readers, the lesson text is for the use of teachers 
and not scholars. 

Golden Texts have not been chosen for each lesson, in response tQ 
the counsel of many teachers of little ones. 



SPECIAL COURSES. 255 

Nature studies have been introduced as they were thought needed, 
in compliance wifch the requests of many teachers. 

This course is the result of much conscientious work, and has been 
finally completed only after consultation with over fifty-one teachers 
of these "Beginners." 

A. F, SCHAUFFLEK^ 

Chairman of the Subcommittee on the Beginners' Course. 



Beginners' Coubse. 

(For Sunday School Scholars under six years of age.) 

This course Is only for one year, and it Is supposed that teachera will 

go over It repeatedly. Issued by the Inbematlonal 

Lesson Committee. 

lessons and golden texts. 

Theme: Home Life — Leading Up to God the Fatheb, the 
Creator of All Things. 

Golden Text: Our Father which art in heaven. Matt. 6: 9. 

1. The Boy Samuel at Home. 1 Sam. 1 : 21-28 ; 1 Sam. 2 : 
18, 19. 

2. God Making Man. Gen. 1 : 26-31. 

Oolden Text: In the beginning God created the heavens 
and the earth. Gen. 1 : 1. 

3. God Preparing the First Home. Gen. 2 : 4r-9, 15. 

4. God Making Plants. Gen. 1 : 9-13. 

5. God Making Animals. Gen. 1 : 20-25. 

6. God Making All Things. Gen. 1 : 1-8, 14-19. 

Theme: God's Loving Care. 

Oolden Text: He careth for you. 1 Peter 5: 7. 

7. God Caring for the Baby Moses. Ex. 2 : 1-10. 

8. God Caring for His Servant Elijah. 1 Kings 17: 1-6. 

9. God Caring for His People. Ex. 16 : 11-21. 

Theme: Praising God. 
(Lessons working up to "Thanksgiving.") 

Golden Text: O give thanks unto the Lord, for he is good. 
Ps. 106: 1. 

10. Children Praising God. Matt. 21 : 12-16. 

11. A Leper Praising God. Luke 17: 11-19. 

12. A Lame Man Praising God. Acts 3 : 1-9. 

13. Praising God for All Things. Ps. 104 : 10-24. 



256 APPE-^DIX. 

Theme : GrviNG. 

(Lessons working up to "Christmas.") 

Oolden Text: God loveth a cheerful giver. 2 Cor. 9: 7. 

14. Mary's Gift. John 12 : 1-8. 

15. A Poor Woman's Gift. Mark 12 : 41-44. 

Golden Text: Thj- word is a lamp unto my feet. Ps. 119 : 105. 

16. God's Gift of His Book. 2 Tim. 3: 14-17; Ps. 119: 9-11. 
Golden Text: For God so loved the world that he gave his 
only begotten Son. John 3 : 16. 

17. God's Gift of His Son. Luke 2 : 1-12. 

Theme: Babyhood and Boyhood of Jesus. 

Golden Text: For God so loved the world the he gave his 
only begotten Son. John 3 : 16. 

18. Joy at Jesus' Bi^th. Luke 2 : 8-20. 

19. The Visit of the Wise Men. Matt. 2 : 1-11. 

Golden Text: Children, obey your parents. Eph. 6: 1. 

20. The Boy Jesus in the Temple. Luke 2 : 41-49. 

21. The Boy Jesus in His Home. Luke 2 : 39, 40, 51, 52. 

Theme: Jesus Que Helper. 

Golden Text: Who went about doing good. Acts 10: 38. 

22. Jesus Healing a Boy. John 4 : 46-54. 

23. Jesus and Jairus' Daughter. Mark 5 : 21-24, 35-43. 

24. Jesus' Pity for a Boy. Matt. 17 : 14-18. 

25. Helping Others. Luke 10: 25-37. 

Theme : Eastee Lessons. 

Golden Text: Because I live ye shall live also. John 14 : 19. 

26. The Flowers Blooming Again. Song of Solomon 2 : 11-13 ; 
4: 16. 

27. Jesus the Good Shepherd. John 10 : 1-17. 

28. Jesus Dying and Living Again. Matt. 28: 1-10. 

29. Jesus Returns to Heaven, Acts 1 : 9-11. 

30. Our Heavenly Home. John 14 : 1-3 ; Rev. 22 : 1-4. 

Theme : Helpful Deeds of Jesus. 

Golden Text: He hath done all things well. Mark 7: 37. 

31. Jesus Walking on the Sea. Matt. 14 : 22-33. 

32. Jesus Raising the Widow's Son. Luke 7: 11-17. 

33. Jesus Healing a Helpless Man. Mark 2: 1-12. 
34- Jesus Healing a Blind Man. John 9 : 1-11. 



SPECIAL COURSES. 257 

Theme : Obedience. 

Golden Text: We must obey God. Acts 5: 29. 

35. A Man Obeying God. Gen. 12 : 1-7 ; Heb. 11 : 8. 

36. A Woman Obeying God's Prophet. 1 Kings 17 : 8-16. 

37. A Boy Obeying God. Daniel 1 : 8-16. 

38. God Punishes Those Who Disobey. Josh. 7 : 1-5, 1^25. 

Theme : Friendship. 

Golden Text : Let us love one another. 1 John 4 : 7. 

39. Ruth and Naomi. Ruth 1 : 8, 14-18. 

40. Jesus and the Children. Matt. 19 : 13-15. 

41. David and Jonathan. 1 Sam. 18: 1-5; 23: 15-18. 

42. Joseph's Unkind Brothers. Gen. 37: 18-28. 

Theme : Helpfulness. 

Golden Text: Be ye kind one to another. Eph. 4 : 32. 

43. A Boy Helping in the Temple. 1 Sam. 3 : 1-10. 

44. David Helping His Brothers. 1 Sam. 17 : 12-19. 

45. A Little Girl Helping Her Master. 2 Kings 5 : 1-5, 9-14. 

46. A Little Boy Helping Jesus. John 6 : 5-14. 
Golden Text: God is my helper. Psalm 54: 4. 

47. God Helping David. 1 Sam. 17: 37-42, 48, 49. 

Theme: Reverence and Prayer. 

Golden Text: The Lord is in his holy temple. Hab. 2: 20. 

48. Reverence for God. Ex. 3 : 1-6. 

49. Reverence for God's House. John 2: 13-17; Eccl. 5:.l, 2. 
Golden Text: Remember the Sabbath day, to keep it holy. 
Ex. 20 : 8. 

50. Keeping God's Day Holy. Xeh. 13 : 15-22. 
Golden Text: Lord, teach us to pray. Luke 11 : 1. 

51. How to Pray. Matt. 6 : 5-13. 

52. Asking and Receiving from God. Matt. 7: 7-12. 

18 



258 APPENDIX. 

Beglnnebs' Course. 

[Issued in the spring of 1903.] 

(For scholars under six years of age.) 

Issued under the authority of ttke American Section of the Infeerna- 
tlonal Lesson Committee, and, in accordance with instructions from 
the Denver Triennial Convention of VJO'2, marlied "Optional." 

The course is arranged to begin with September, and worli towards 
Thanksgiving and Christmas. It may, however, be begun at any time 
by the teacher, care being exercised to commence at the lesson corre- 
sponding with the month in which the individual teacher begins. 

In most cases the Golden Texts have been taken from the Revised 
Version. But in one or two cases, where the Authorized Version was 
eimpler, and the meaning the same as that of the Revised, the former 
has been retained. 

A. F. SCHAUFFLER, Secretary, 

105 East 22d Street, New York City. 

[The Subcommittee on Graded Lessons consisted of Drs. E. I. 
Rexford, John R. Sampey, A. F. Schauffler, and C. R. HemphiU.] 

first year. 

Theme : God the Creator. 

Golden Text: All things were made by him. John 1: 3. 

1. God Making Trees and Flowers. Gen. 1 : &-13. 

2. God Making Animals. Gen. 1 : 20-25. 

3. God Making All Things. Gen. 1 : 1-8, 14^19. 

Theme: Home Life. 

Golden Text: Lord, thou art our Father. Isa. 64: 8. 

4. The First Family. Gen. 1 : 26-31 ; 3 : 20 ; 4 : 1, 2. 

5. The First Home. Gen. 2: 4-10, 15-17. 

Theme: God's Loving Care. 

Golden Text : He eareth for you. 1 Peter 5 : 7. 

6. God Caring for Birds and Flowers. Matt. 6 : 26-34. 

7. God Caring for Baby Moses. Ex. 2 : 1-10. 

8. God Caring for Elijah. 1 Kings 17 : 1-6. 

9. God Caring for Many People. Ex. 16 : 11-18, 31-35. 

Theme : GmNo Thanks to God. 

Golden Text: O give thanks unto the Lord, for he is good. 
Ps. 106: 1. 

10. Daniel Thanking God. Dan. 2 : 17-24. 

11. The Israelites Thanking God. Ex. 14 : 9, 10, 21-31 ; Ex. 
15: 1-21. 

12. Thanking God for All Things. Ps. 103 : 1-5 ; 104 : 10-24. 

13. Thanking God in Heaven. Rev. 7 : 9-17. 



SPECIAL COURSES. 259 

Theme: Giving. 

Golden Text: God loveth a cheerful giver. 2 Cor. 9: 7. 

14. A Poor Woman's Gift. Mark 12 : 41-44. 

15. Giving to the Needy. Neh. 8 : 1-12. 

16. The Israelites Giving to God. Ex. 35 : 20-29. 

Golden Text: He loved us and sent his Son. 1 John 4: 10. 

17. God's Gift of His Son. Luke 2 : 1-20. 

18. The Wise Men's Gifts. Matt. 2: 1-11. 

Theme : The Boy Jesus. 

Golden Text: His name was called Jesus. Luke 2: 21. 

19. Jesus Being Named. Luke 2 : 21-39. 

20. Jesus in His Home. Luke 2 : 39, 40, 51, 52. 

Golden Text: Let us go unto the house of the Lord. Ps. 
122: 1. 

21. Jesus Going to the House of God. Luke 2 : 41-49. 

Theme: The Man Jesus. 

Golden Text: He took them in his arms and blessed them. 
Mark 10: 16. 

22. Jesus' Love for Children. Matt. 19 : 13-15 ; Mark 10 : 13-16. 
Golden Text: I will sing unto the Lord. Ex. 15: 1. 

23. Children Praising Jesus. Matt. 21 : 6-17. 

Golden Text : Who went about doing good. Acts 10 : 38. 

24. Jesus Feeding the Hungry. Mark 6 : 30-44 ; John 6 : 1-14. 

25. Jesus and the Storm. Mark 4 : 35-41 ; Matt. 8 : 23-27. 

26. Jesus Curing a Sick Boy. John 4 : 46-54. 

27. Jesus and Jairus' Daughter. Mark 5 : 21-24, 35-43. 

Theme : Resuerection Lessons. 

Golden Text: We shall all be changed. 1 Cor. 15: 51. 

28. The Flowers Blooming Again. Song of Solomon 2 : 11-13 : 
Luke 12 : 27. 

Golden Text: Christ died and lived again. Rom. 14: 9. 

29. Jesus Dying and Living Again. Matt. 28 : 1-10. 

Golden Text: I go to prepare a place for you. John 14: 2. 

30. Jesus Returns to Heaven. Acts 1 : 9-11. 

31. Our Heavenly Home. John 14: 1-3; Rev. 22: 1-5. 



260 APPEyDix. 

Theme : Reverence. 
Golden Text: The Lord our God is holy. Ps. 99 : 9. 

32. Reverence for God's Name. Ex. 20 : 7 ; 1 Kings 8 : 41^3 ; 
Ps. 113: 1-5. 

33. Reverence for God's House. Ex. 3:1-6; 40: 34-38; Ps. 
122 : 1 ; Eccl. 5 : 1, 2. 

Golden Text: Remember the Sabbath day to keep it holy. 
Ex. 20: 8. 

34. Reverence for God's Day. Neh. 13 : 15-22 ; Gen. 2 : 2, 3 ; 
Ex. 20 : 8-11 ; Isa. 56 : 2-7. 

Golden Text: I will not forget thy Word. Ps. 119: 16. 

35. Reverence for God's Word. 2 Chron. 34 : 1-6, 14-18, 29-33. 

Theme: Obedience. 
Golden Text: Children, obey your parents. Eph. 6: 1. 

36. Joseph Obeying His Father. Gen. 37 : 13-17. 
Golden Text: I will help thee. Isa. 41: 10. 

37. Fishermen Obeying Jesus. Luke 5 : 1-11. 

38. Noah Obeying God. Gen. 7 : 12-24 ; 8 : 1-22 : 9 : 13. 

39. God Will Help Us to Obey Him. Dan. 1 : 1-21. 

Theme : Repentance. 
Golden Text: I will be sorry for my sin. Ps. 38: 18. 

40. Peter's Sorrow for Sin. Luke 22 : 54-62 ; John 21 : 15-17. 

41. Turning Away from Sin. Luke 19 : 1-10. 

Theme : Forgiveness. 
Golden Text: Ready to forgive. Ps. 86: 5. 

42. Joseph Forgiving His Brothers. Gen. 37 : 23-28 ; 45 : 1-15. 

43. A Father's Forgiveness. Luke 15 : 11-24. 

Theme: Prayer. 
Golden Text: My God will hear me. Micah 7: 7. 

44. Hezekiah's Prayer for Help. Granted. 2 Kings 20 : 1-7. 

45. David's Prayer for His Child. Denied. 2 Sam. 12 : 15-23. 

46. Elisha's Prayer for a Child, Granted. 2 Kings 4 : 8-37. 

47. Jesus Praying. Luke 3 : 21, 22 ; Mark 1 : 35 ; 14 : 26-42. 

Theme : Kindness. 
Golden Text: Be ye kind one to another. Eph. 4: 32. 

48. Rebekah's Kindness. Gen. 24 : 10-20, 29-31. 

49. The Boy and the Lamb. 1 Sam. 17 : 32-.38. 

50. David's Kindness to a Lame Boy. 2 Sam. 9 : 1-13. 

51. Elisha's Kindness to a Poor Woman. 2 Kings 4 : 1-7. 

52. The Good Samaritan. Luke 10: 30-37. 



SPECIAL COURSES. 261 

second yeab. 
Theme : Happy Home Life. 

Golden Text: Honor thy father and thy mother. Ex. 20 : 12. 

1. Respect for Parents. Jer. 35 : 1-10 ; Eph. 6 : 1-4. 

2. Miriam Ready to Help. Ex. 2 : 1-10. 

Golden Text: Blessed are the peacemakers. Matt. 5: 9. 

3. Jonathan the Peacemaker. 1 Sam. 19 : 1-7 ; 1 Thess. 5 : 13. 
Golden Text: Preferring one another. Rom. 12: 10. 

4. Kindness to Guests. 2 Kings 4 : 8-13 ; Heb. 13 : 2. 

Theme: Unselfishness. 

Golden Text: Christ also pleased not himself. Rom. 15: 3. 

5. Abraham and Lot. Gen. 13: 1-9. 

6. Ruth and Naomi. Ruth 1 : 1-22. 

Theme : God's Goodness. 

Golden Text: God shall supply every need of yours. Phil. 
4: 19. 

7. God's Care for Ishmael. Gen. 21 : 12-20. 

8. God's Care for Elijah. 1 Kings 17 : 8-16. 

9. God's Care for Daniel. Dan. 6 : 1-23. 

10. God's Care for Peter. Acts 12 : 1-17. 

11. God's Care for Us. Ps. 23 : 1-6. 

12. God's Care for All Things. Matt. 6 : 25-30. 

Theme : Gratitude. 

Golden Text: Be ye thankful. Col. 3: 15. 

13. A Man Thanking Jesus. Luke 17 : 11-19. 

14. A Lame Man Thanking God. Acts 3 : 1-10. 

Theme : Helpfulness. 

Golden Text: Let us do good unto all. Gal. 6 : 10. 

15. A Little Girl Helping Her Master. 2 Kings 5 : 1-5, 9-14. 

16. Samuel Helping in the House of God. 1 Sam. 3 : 1-10. 

17. Friends Helping a Sick Man. Mark 2 : 1-12. 

18. A Little Boy Helping Jesus. John 6 : 5-14. 

Golden Text: For God so loved the Tvorld that he gave his 
only begotten Son. John 3 : 16. 

19. God Helping Us by the Gift of His Son. Matt. 1 : 21 ; 
Luke 2 : 1-20 ; 1 Tim. 1 : 15. 



262 APPENDIX. 

Theme : Jesus Oub Helpee. 

Oolden Text : Lord, be thou my helper. Ps. 30 : 10. 

20. Jesus Helping the Fishermen. John 21: 2-13. 

21. Jesus Feeding Four Thousand Men. Matt. 15: 32-39; 
Mark 8: 1-9. 

22. Jesus Healing a Leper. Matt. 8 : 1-4 ; Mark 1 : 40-45. 
Golden Text: My help cometh from the Lord. Ps. 121: 2. 

23. Jesus Healing a Blind Man. John 9 : 1-41. 

24. Jesus Raising the Widow's Son. Luke 7 : 11-17. 

Theme: Jesus Oue Teachee. 

Oolden Text: Teach me thy way, O Lord. Ps. 27: 11. 

25. Jesus' Example of Service. John 13 : 1-15. 

26. Jesus' Story of a Supper. Luke 14 : 16-24. 

27. Jesus' Story of the Lost Sheep. Luke 15 : 3-7. 

28. Jesus' Story of the Seed. Matt. 13 : 3-8. 

Theme : The Risen and Ascended Lord. 

Oolden Text: Behold I make all things new. Rev. 21 : 5. 

29. New Life in Nature. Gen. 1 : 12 ; Song of Solomon 7: 
11-13; Ps. 65: 9; Ps. 74: 16, 17; Ps. 104: 14-17; Ps. 
147: 16-18. 

Oolden Text: He is Risen. Matt. 28: 6. 

30. Jesus' New Life. Luke 24 : 1-9. 

Oolden Text: In my Father's house are many mansions. 
John 14: 2. 

31. Jesus Going Back to Heaven. Luke 24 : 36-53. 

32. Our New Life. Rev. 21 : 1-4, 21-27. 

Theme: Jesus' Neabness to Us. 

Oolden Text: I am with you alway. Matt. 28: 20. 

33. Jesus' Promise of Nearness. John 14 : 18-23 ; 16 : 16-22 ; 
Matt. 28 : 20. 

34. Jesus' Nearness to Paul. Acts 18 : 1-11 ; 2 Tim. 4 : 1&-18. 

Theme: Obedience. 

Oolden Text: We must obey God. Acts 5: 29. 

35. Gideon and the Three Hundred. Judges 7 : 12-21. 

36. Peter and John Obeying God. Acts 5 : 17-32. 



SPECIAL COURSES. 263 

Theme : Honesty. 

Golden Text: Let us walk honestly. Rom. 13: 13. 

37. The Honest Workmen. 2 Chron. 24 : 4, 8-14 ; 2 Kings 12 : 
11-15. 

38. The Dishonest Servant. 2 Kings 5 : 20-27. 

39. The Honest Treasurers. Ezra 8 : 21-34. 

Theme : Truthfulness. 

Golden Text: My mouth shall speak truth. Prov. 8: 7. 

40. Samuel Telling the Truth. 1 Sam. 3 : 1-21. 

41. Daniel Telling the Truth. Dan. 5 : 13-30. 

42. Truthful at All Times. John 1 : 43-51 ; Eph. 4 : 25 ; Ps. 
15 : 1, 2. 

Theme : Self-Contbol. 

Golden Text: Be patient toward all. 1 Thess. 5: 14. 

43. David's Self-Control. 1 Sam. 26 : 1-25. 

44. Jesus Bearing Wrong. Luke 9 : 51-56. 

Theme : Prayer. 

Golden Text: Lord, teach us to pray. Luke 11 : 1. 

45. Praying for Help. Neh. 1 : 1-11. 

46. Praying for Others. 1 Sam. 12 : 19-24 ; Matt. 5 : 44 ; Jameg 
5: 13-16. 

47. When and Where to Pray. Matt. 6:6; Dan. 6 : 10 ; Acta 
3:1; Gen. 24 : 10-14 ; Neh. 2:4; James 5 : 13 ; Matt. 8 : 
23-46. 

Theme: Forgiveness. 

Golden Text: Forgiving each other. Eph. 4: 32. 

48. Stephen Forgiving His Enemies. Acts 7: 54-60. 

49. Jesus Forgiving Peter. John 18 : 15-18, 25-27 ; John 21 : 
15-17. 

Theme : Love. 

Golden Text: Let us love one another, for love is of God. 
1 John 4 : 7. 

50. Jonathan's Love for David. 1 Sam. 18 : 1-4 : 20 : 1^2. 

51. Mary's Love for Jesus. John 12 : 1-8 ; Mark 14 : 3-9. 

52. Jesus' Love for His Friends. John 11 : 1^4. 



264 APPENDIX, 

ADVANCED COURSE OF SUNDAY SCHOOL LESSONS. 

[As this course met with no favor from the members of the Editorial 
Association, it was recalled by the Lesson Committee in April, 1906.] 

In accord with the instructions given to the Internafcional Lesson 
Committee, at the Triennial Convention of the International Sunday 
School Association, held in Toronto, in June, 1905, the Lesson Com- 
mittee ba« with all speed, compatible with good work, prepared the 
following as an Outline for a three-year course of lessons for Advanced 
Classes. It is talien for granted that such classes have already been 
over at least one six-years' course of the regular International series, 
thus fitting them for advanced worls. 

The aim of the Committee has been to prepare a course adapted to 
the average Advanced Class, and not one for such classes as are by 
circumstances fitted to take harder courses. 

A three vears' course has been chosen, in preference to a more pro- 
longed course, in order to test the method adopted sufficiently to allow 
of a verdict at the next Triennial International Convention to be held 
in Louisville, in 1908. 

The subjoined three years' course has not been prepared without 
much consultation with those aljle to give counsel, and reference to 
many Advanced courses now before the public. The Committee hope 
that in this course will be found material well adapted to the wants of 
the majority of Adult classes the land over. 

2Vo/e. — As the British Section of the International Lesson Committee 
has not felt that they would like to adopt such a course as that now 
presented, it is understood that this coursp is specifically for Sunday 
schools in the United States and the Dominion of Canada. 

In each year onlv forty lessons have been assigned (besides the 
reviews), since bo many classes adjourn for the summer months. 
A. F. ScHADFFLER, Secretary, 

105 East 22d Street, New York City. 



The Teachings of Jesus. 

1. Conditions of Admission to the Kingdom. John 3 : 1-21. 

2. The Nature of God and of True Worship. John 4 : 1-42. 

3. Jesus Announces His Mission. Mark 1: 14, 15; Luke 4: 
16-30. 

4. Jesus Claims Divine Sonship and Authority. John 5 : 17-47. 

5. Jesus Proclaims the Law of the Sabbath. Luke 6: 1-11. 
See also Luke 13 : 10-17. 

The Seemon on the Mount. 
(Lessons 6-10.) 

6. Jesus Defines True Blessedness. Matt. 5 : 1-16. 

7. Laws of the Spiritual Kingdom. Matt. 5 : 17-48. 

8. Jesus Condemns Religious Ostentation. Matt. 6 : 1-18. 

9. Single-Hearted Devotion to God. Matt. 6 : 19-34. See also 
Luke 18 : 1-14. 

10. Warnings and Promises. Matt. 7 : 1-29. 
Review. 



SPECIAL COURSES. 265 

11. Responsibility Measured by Privilege. Matt. 11 : 20-30. 

12. Teaching Concerning Blasphemy. Matt. 12: 22-45 See 
also Luke 11 : 14-36. 

13. Parables Illustrating the Growth of the Kingdom. Matt 
13: 1-50. 

14. Jesus Declares Himself the Brcnd of Life. John 6 : 22-71. 

15. Warnings Against Substituting Tradition for God's Law. 
Mark 7 : 1-23. 

16. HumVity and Forgiveness. Matt. 18: 1-35. Compare Mark 
9 : 33-50. 

17. Jesus the Light of the World and the Liberator of Men. 
John 8 : 12-58. 

Review. 

18. Jesus the Good Shepherd. John 10 : 1-21. 

19. Jesus Illustrates Love for a Neighbor. Luke 10 : 25-37. 

20. Teachings as to Covetousness and Fidelity. Luke 12 : 13^8. 

21. Example of Jesus' Table Talk. Luke 14 : 1-24. 

22. Joy in Heaven Over Repentant Sinners. Luke 15 : 1-32. 

23. Jesus Claims to Be the Resurrection and the Life. John 
11 : 1-44. 

24. Forsaking All to Follow Christ. Matt. 19 : 16 to 20 : 16. 

25. Leadership Involves Service. Mark 10: 32-45. See also 
Luke 22 : 24-30. 

26. Parable of the Pounds. Luke 19: 11-27. See also Matt. 
25: 14^30. 

Review. 

27. Jesus Will Win All Men Through the Cross. John 12 : 20^36. 

28. Three Parables of Warning. Matt. 21 : 23 to 22 : 14. 

29. Jesus' Crushing Replies to the Questions of His Foes 
Matt. 22 : 15 to 23 : 39. 

30. Jesus Foretells the Destruction of Jerusalem and His Own 
Second Coming. Matt. 24 : 1-51. 

31. The Ten Virgins. Matt. 25 : 1-13. 

32. Jesus the Judge of All Men. Matt. 25 : 31-46. 

Jesus' Faeewell Discourse. 
(Lessons 33-37.) 

33. Jesus Reveals the Heavenly Home. John 14 : 1-11. 

34. The Promise of the Holy Spirit. John 14 : 12-31. 

35. Union with Christ. John 15 : 1-27. 

36. Jesus Defines the Work of the Holy Spirit. John 16 : 1-15. 

37. Jesus Prays for His Disciples. John 17 : 1-26. 

38. The Seven Sayings on the Cross. Luke 23 : 34 ; John 19 : 
26, 27 ; Luke 23 : 43 ; Matt 27 : 46 ; John 19 : 28 ; John 19 : 
30 ; Luke 23 : 46. 



266 APPENDIX. 

39. The Risen Lord Interpreting the Old Testament. Luke 24 : 
13-35. 

40. Our Lord's Great Commission. Matt. 28 : 16-20. See also 
John 20 : 21-23 ; Luke 24 : 44-53. 

Review. 

The Eaely Old Testament Prophets. 

I. EARLY prophets. USING ORAL ADDRESS AND MIRACLE. 

1. Samuel — Prophet, Reformer and Judge. 1 Sam. 3: 1-21 
and 7 : 1-17. Read 1 Samuel, chapters 1-7. 

2. Samuel's Appeal to Israel. 1 Sam. 12: 1-25. Read 1 
Samuel, chapters 8-12. 

3. Samuel Announces the Rejection of Saul. 1 Sam. 15 : 1-35. 
Read 1 Samuel, chapters 13-16. 

4. Nathan Rebukes David. 2 Sam. 12 : 1-14. Read 2 Samuel, 
chapters 11, 12. 

5. Messages of Ahijah and Shemaiah in Connection with the 
Division of the Kingdom. 1 Kings 11 : 29-40 ; 12 : 21-24 ; 
14 : 1-18. Read 1 Kings 11 : 1 to 14 : 18. 

6. Elijah on Mount Carmel. 1 Kings 18 : 1-46. Read 1 Kings 
16 : 29 to 18 : 46. 

7. Elijah at Horeb. 1 Kings 19 : 1-21. Read 1 Kings, chap- 
ters 19-21. 

8. Micaiah a True Prophet of Jehovah. 1 Kings 22: 1-40. 
Read Jeremiah, chapter 28. 

9. The Ascension of Elijah. 2 Kings 2 : 1-18. Read 2 Kings 
1 : 1 to 2 : 18. 

10. Elisha and Naaman. 2 Kings 5 : 1-27. Read 2 Kings 2 : 19 
to 5 : 27. 

11. Elisha's Closing Prophecy. 2 Kings 13 : 1-25. Read 2 Kings 
6 : 1 to 9 : 37. 

Review. 

ii. early writing prophets. 

A. Prophets Sent to Israel (10 Tribes). 

12. Historical Background for the Study of Amos and Hosea. 
2 Kings 14 : 23 to 15 : 31. 

13. Amos Announces Judgments on the Nations. Amos 1 : 1 to 
2 : 16. Read Joel 3 : 1-21. 

14. Amos Warning, and Appealing to Israel. Amos 5: 1-27. 
Read Amos, chapters 3-6. 

15. Amos Rejected by Israel. Amos 7: 1-17. Read Amos, 
chapters 7-9. 

16. Hosea Pleading and Reproving. Hosea 6 : 1 to 7 : 16. Read 
Hosea, chapters 1-7. 

17. Hosea Proclaims Jehovah's Judgments and Mercy. Hosea 
13 : 1 to 14 : 9. Read Hosea, chapters 8-14. 

Review. 



SPECIAL COURSES. 267 

B. Prophets Sent to Judah. 

18. Historical Background for the Early Ministry of Isaiah and 
telT2Q-3i ^^' ^^ • ^^ ^'^ ^^ • ^' ^^^^ ^ Chronicles, chap- 

19. Micah's Message of Judgment Micah 2 : 1 to 3 : 12. Read 
chapters 1-3. 

20. Micah's Message of Mercy. Micah 4: 1 to 5: 15. Read 
1 10 to''2^?^''| -^/"^ '^" ^^^P^^^ ^^os 9 : 11-15 ; Hosea 

21. Isaiah Called to Be a Prophet. Isa. 6 : 1-13. Read. Jer. 1 • 
4-10 ; Ezek. 2 : 1 to 3 : 21. 

22. The Great Arraignment. Isa. 1; 1-31. Read Isa. 2: 1 to 
4 : D. 

^^' 2l'-%3^6^^'"^ ^""^ "^ Lessons. Isa. 5: 1-30. Read Matt. 

24. Isaiah Promises Light after Darkness. Isa. 8 : 1 to 9 • 7 
Read Isa. 7 : 1 to 10 : 4. *.y^ o. t. 

25. Jehovah's Triumph Over Assyria and Consequent Blessings 
12-14 "" ' 1^= 5 t^ 12: 6. Read Isa. 14: 24r-27; 17: 

26. Downfall of Babylon and Her Proud King. Isa. 13 : 1 to 14 • 
23^^^Compare Isa. 46: 1 to 47: 15. Read Isaiah, chapters 

^'- j}"^ iQ^°f o?"^"!? ^"i^P? ^^ *^^ I^^Jigion of Jehovah. 

isa. 19. 1-25. Read Isaiah, chapters 18-23. 

Jehovah Saves His Afflicted People. Isa. 25 : 1 to ''e • 10 

Read Isaiah, chapters 24-27. 
2a God's Plans Contrasted with Men's Devices. Isa. 28: 1-29. 

^^* ^i^^QA^'V^^S^^J^""^ ^^^ *^^ ^^*^r Ministry of Isaiah. 

Isa 36:1 to 39: 8. Read 2 Kings 18 : 9 to 21 : 18 
dl. Distress and Deliverance of Zion. Isa. 29: 1-24 Read 

Isaiah, chapters 29-33. 
^^' Obadiar^ ^""^ Salvation. Isa. 34: 1 to 35: 10. Read 

The roll of Isaiah may well be studied as a unit.) •'""^™^°^- 

S3. Jehovah Comforting His People. Isa. 40: 1-31. Compare 
John 14 : 1-31. Read Isaiah, chapter 41 

^^iPn^'^o^ ^^ Jehovah and His Mission. Isa. 42: 1-25 

and 49 : 1-26. Read Isa. 42 : 1 to 44 • 5 ^. -^^ . -t ^o 

^^- '^.^l^oUjotmol-Worship. Isa. 44:V20. Read Isa. 41 : 

^1-29, and chapter 46, 
36. Jehovah the Only God and Saviour. Isa. 44: 21 to 45: 25 

Read Isaiah, chapters 47 and 48. 



268 APPENDIX. 

37. The Sufifering Servant. Isa. 50 : 4r-9 and 52 : 13 to 53 : 12. 
Read Isaiah, chapters 50-53. 

38. Glorious Promises and Invitations. Isa. 54 : 1 to 55 : 13. 
Read Isaiah, chapters 56 and 57. 

39. Zion's Glory Realized Through the Messiah. Isa. 60 : 1 to 
61 : 11. Read Isaiah, chapters 58-62. 

40. Final Issues of Obedience and Disobedience. Isa. 66 : 1-24. 
Read Isaiah, chapters 63-66, and Matt. 25 : 31-46. 
Review. 

The Life and Letters of Paul. 

I Preparation for Service. Lessons 1-5. 
II Great Missionary Journeys. Lessons 6-28. 
Ill In the Hands of His Enemies. Lessons 29-40. 

1. Saul's Youth and Education. Acts 21 : 39 to 22 : 3. Also 
Acts 26 : 1-5 ; 2 Cor. 11 : 22 ; Phil. 3 : 5. 

2. Saul the Persecutor. Acts 6: 8-15; Acts 7: 54 to 8: 3. 
Gal. 1 : 13, 14 ; Phil. 3 : 6. 

3. Saul's Conversion. Acts 9 : 1-19. Compare Acts 22 : 5-16 ; 
26 : 12-20. 

4. Saul's Varied Experience in Preparation for His Life's 
Work. Acts 9 : 19-30 ; Gal. 1 : 15-24 ; 2 Cor. 11 : 32, 33. 

5. Barnabas Brings Saul to Antioch. Acts 11: 1^30; Acts 
12 : 24, 25. 

6. Barnabas and Saul Separated to Missionary Work. Acts 
13: 1-52. 

7. Paul Completes His First Missionary Journey. Acts 14: 
1-28. Compare 2 Timothy 3 : 10, 11. 

8. The Council at Jerusalem. Acts 15: 1-35. Compare Gal. 
2 : 1-10. 

Review. 

9. Paul Begins His Second Missionary Journey. Acts 15: 36 
to 16 : 40. 

10. Paul at Thessalonica, Berea and Athens. Acts 17 : 1-34. 
Compare 1 Thess. 2 : 1-16 ; 2 Thess. 3 : 6-10. 

11. Paul at Corinth. Acts 18 : 1-17. Read 1 Cor. 2:1-5; 1 
Cor. 15 : 1-11. 

12. Paul's Exhortations to the Thessalonians. 1 Thess. 4 : 1 to 
5 : 28. Read the whole Epistle. 

13. Paul's Teaching Concerning Christ's Second Coming. 2 
Thess. 1 : 3 to 2 : 17. Read the whole Epistle. 

14. Paul Begins His Third Missionary Journey from Antioch. 
Acts 18: 18 to 19: 22. 

15. Paul Defends His Apostleship. Gal. 1 : 1 to 2: 21. 

16. Paul Contrasts Legal Bondage with Gospel Liberty. Gal. 
3 : 1 to 5 : 12. 

17. Walking by the Spirit Gal. 5 : 13 to 6 : 18. 



SPECIAL COURSES. 269 

18. Close and Review of Paul's Ministry at Ephesus. Acts 19 : 
23^1 ; Acts 20 : 17-38. Compare 1 Cor. 4 : 11, 12 ; 1 Cor. 
15 : 30-32 ; 2 Cor. 1 : 8-11. 

19. The Unity of Believers in Christ 1 Cor. 1: 10 to 3 : 9. 
Read 1 Cor. 1 : 1 to 7 : 40. 

20. The More Excellent Way. 1 Cor. 12 : 1 to 13 : 13. Read 
1 Cor. 8 : 1 to 14 : 40. 

21. The Gospel of the Resurrection. 1 Cor. 15 : 1-58. Com- 
pare 2 Cor. 4 : 1 to 5 : 21. Read 1 Cor. 16 : 1-24. 

22. Paul Completes His Third Missionary Journey. Acts 20: 
1-16; Acts 21: 1-15. 

23. The Grace of Giving. 2 Cor. 8: 1 to 9 : 15. Compare 1 
Cor. 16 : 1-3. Read 2 Cor. 1 : 1 to 7 : 16. 

24. Paul Defends His Apostolic Ministry. 2 Cor. 11 : 1 to 12 : 
12. Read 2 Cor. 10 : 1 to 13 : 14. 

25. All Men Under the Dominion of Sin. Rom. 1 : 18 to 2 : 11. 
Read chapters 1 : 1 to 3 : 20. 

26. Justification Only Through Faith in Christ. Rom. 3 : 21-31 
and Rom. 5 : 1-21. Read chapters 3 : 21 to 6 : 23. 

27. The New Life in Christ. Rom. 8: 1-39. Read chapters 
7 : 1 to 11 : 36. 

28. Practical Manifestations of the New Life in Christ. Rom. 
12 : 1-21. Read chapters 13-16. 

Review. 

29. Paul Arrested at Jerusalem. Acts 21 : 16 to 22 : 30. 

30. The Conspiracy Against Paul. Acts 23 : 1-35. 

31. Paul's Defense Before Felix. Acts 24: 1-27. 

32. Paul's Defense Before Agrippa. Acts 26: 1-32. Read 
chapter 25: 1-27. 

33. Paul's Voyage to Rome. Acts 27 : 1 to 28 : 31. 

34. Christ's Humility the Standard for Believers. Phil. 2: 
1-18. Read the wkole Epistle. 

35. The Risen Life in Christ. Col. 3 : 1-17. Read the whole 
Epistle and the Letter to Philemon. 

86. Paul's Prayers for the Ephesians. Eph. 1 : 15-23 : 3 : 14-21. 

Read chapters 1 : 1 to 3 : 21. 
37. Growing Up into Christ. Eph. 4: 1-32. Read chapters 

4 : 1 to 6 : 24. 

88. Instructions to a Christian Worker. 1 Tim. 4 : 1-16. Read 
the whole Epistle. 

89. Adorning the Doctrine of God Our Saviour. Titus 2 : 1 to 
3 : 11. Read the whole Epistle. 

40. Paul's Farewell Charge to Timothy. 2 Tim. 4 : 1-22. Read 
the whole Epistle. 
Review. 



270 APPE-NDIX. 

THE ETHICAL TEACHING OF JESUS. 

A Yeab's Advanced Coubse of Sunday School Lessons. 

(Issued in June, 1906.) 

An Optional Course Issued by the American Section of the International 
Lesson Committee. 

I. The Supreme Standabd. 

1. Te shall be perfect, as your heavenly Father is perfect. 
Matt 5 : 43-48 ; Luke 6 : 32-36. 

II. The Two Fundamental Commands. 

2. Thou Shalt love the Lord thy God with all thy heart Matt 
22 : 34-38 ; Luke 10 : 25-27 ; 11 : 42. 

3. Thou Shalt love thy neighbor as thyself. Matt 22 : 39, 40 ; 
Luke 10 : 25-27 ; 6 : 31. Compare 1 Cor. 13. 

III. Special Precepts. 
(Growing out of the Two Fundamental Commands.) 

A. THOU SHALT NOT TRESPASS. 
(Negative, repressing evil.) 

a. By Sinful Desires, Thoughts and Purposes. 

4. An Evil Heart. Mark 7 : 20-23 ; Matt 15 : 18, 19 ; Luke 6 : 
43-45; Matt 5: 27-30. 

5. Anger and Revenge. Matt 5 : 21-26, 38-48 ; Luke 6 : 27-36. 

6. Covetousness. Luke 12 : 13-21 ; Mark 10 : 17-31. 

7. Selfish Ambition. Mark 9: 33-37; 10: 35-45. 

8. Anxiety, as dishonoring God. Matt 6: 19-34. 

5. By Sinful Words mid Deeds. 

9. Censoriousness. Luke 6: 37-42; Matt 12: .33-37. 

10. Lying. Matt. 15 : 19 ; John 8 : 39-46 ; Luke 22 : 54-62. 

11. Swearing and Blasphemy. Matt 5: 33-37; 26: 62-64; 
12: 24-32. 

12. Formalism and Hypocrisy. Mark 7 : 1-13 ; Matt 23 : 1-39. 

c. By Sin.9 of Omission. 

13. Sins of Omission. Matt 25 : 41-46 ; 7 : 21-27 ; Luke 19 : 
20-26. 

14. Review, 



SPECIAL COURSES. 271 

B. THOU SHALT HUNGER AND THIRST AFTER RIGHTEOUSNESS. 
(Positive, developing virtues.) 

15. Humility. Matt. 5 : 3, 5 ; Luke 14 : 7-11 ; John 13 : 1-17 
Luke 17 : 7-10 ; 18 : 9-14 ; 22 : 24-30. 

16. Gratitude. Luke 17 : 11-19 ; John 6 : 11 ; 11 : 41 ; Luke 24 
30, 31. 

17. Forgiveness. Matt. 6: 12-15; 18: 15-35; Luke 17 : 3, 4 
23 : 34. 

18. Mercy and Sympathy. Matt. 5:7; Luke 10 : 25-37 ; Matt 

25 : 34-40 ; 18 : 23-34. 

19. Patience and Endurance. Matt 5: 10-12, 38-42; 10: 22 

26 : 62-68 ; Luke 23 : 8-11, 34-36. 

20. Courage. Matt. 10 : 16-39 ; Luke 4 : 16-30 ; John 11 : 7-16 
15 : 20, 21 ; 16 : 33. 

21. Review. 

c. thou shalt render loving service. 
(Positive, love in action.) 
o. To God. 

22. Repentance and Faith. Mark 1: 14, 15; 11: 22-24; Luke 
13 : 1-5 ; 15 : 1-32 ; John 14 : 1. Compare Acts 20 : 21. 

23. Reverence and Worship. Luke 4: 8, 16; John 4: 19-24; 
Luke 18 : 43 ; 6 : 12 ; 22 : 40-46. 

24. Work for God. John 4 : 34-38 ; Matt. 5 : 13-16 ; 9 : 35-38 ; 
John 5 : 17 ; 9 : 3, 4 ; 17 : 4 ; Matt. 28 : 1&-20. 

6. To Men in All the Relations of Life. 

(1) In the Family. 

25. Conjugal Love and Faithfulness. Mark 10 : 2-12. 

26. Parental Love. Matt. 7 : 9-12 ; Luke 15 : 20-24 ; Mark 10: 
13-16. 

27. Filial and Fraternal Love. Luke 2 : 41-51 ; John 19 : 25-27 ; 
Mark 7 : 9-13 ; 10 : 19 ; John 1 : 41, 42 ; Luke 15 : 25-32. 

(2) In the Church. 

28. Christian Fellowship and Loving Service. Matt. 18 : 15-20 ; 
20 : 25-28 ; 23 : 8-12 ; John 13 : 34, 35 ; 17 : 20, 21. 

29. Review. 

(3) In the Community. 

30. Loving Service to Personal Friends. Luke 10: 38-42; 
John 11 : 1-44 ; 15 : 13-15 ; Matt. 26 : 37, 38. 

31. Kindness to Personal Enemies, Luke 6: 27-38; Matt. 5: 
38-48. Compare Rom. 12 : 17-21. 



272 APPENDIX. 

32. Helping the Destitute and the Sufieering. Matt. 6: 2-A; 
Luke 12 : 33, 34 ; 14 : 12-14 ; Matt. 25 : 31-^6 ; Acts 20 : 35. 

33. Service in Reforms. John 2 : 13-17 ; Luke 7 : 3&-50. 

34. Duties of Employers and Employees. Luke 6 : 31 ; Matt. 
20 : 1-16 ; 24 : 45-51 ; 25 : 14-30. 

(4) In the State. 

35. Patriotism and Good Citizenship. Matt. 22: 15-21; Luke 
19 : 41-44 ; John 18 : 1-13. 

36. Peace. Matt. 5 : 9, 21-26, 38-42 ; 26 : 47-56 ; John 4 : 7-9, 
39-42. Compare Isaiah 2:2-4; 9 : 6, 7 ; 11 : 6-9. 

(5) In the World. 

37. Seeking and Winning Lost Men Everywhere (Christian 
Missions). Matt. 9: 35-38; 28: 18-20; Acts 1: 3-8. 

38. Review. 

IV. Some Undeblying Principles. 

39. Whosoever Loses His Life for Christ's Sake Shall Find It. 
Mark 8 : 31-38 ; Matt. 10 : 37-39 ; 20 : 22-28 ; John 12 : 24, 25. 

40. Responsibility Measured by Privilege and Opportunity. 
Luke 11 : 29-32 ; Matt. 11 : 20-24 ; Luke 12 : 47, 48 ; John 
15: 22-25. 

41. Fidelity the Prime Quality in the Discharge of Obligation. 
Luke 19 : 11-27 ; Matt. 24 : 45-51 ; 25 : 14-30. 

42. An Unworthy Motive Vitiates Good Works. Matt. 6 : 1-18. 

43. Duties Never Conflict. Mark 2: 23 to 3: 5; Luke 13: 
10-17 ; Mark 7 : 6-13 ; Matt. 10 : 34-37 ; 22 : 15-22. 

44. The Sanctions of the Moral Law are Eternal. Matt. 13: 
36-43, 47-50 ; 10 : 28-33 ; 16 : 26 ; 25 : 46. 

45. Review. 

V. Aids to the Perfect Life. 

46. New Life Through the Holy Spirit. John 3 : 1-21. 

47. Moral Fruitfulness Dependent Upon Union with Christ. 
John 15 : 1-17 ; 14 : 20-23 ; 17 : 20-23. 

48. The Inspiration of the Perfect Life of Christ. John 1 : 
14-18 ; 8 : 46 ; 12 : 35, 36 ; 17 : 19 ; 18 : 23. Compare Heb. 
4 : 15 : 2 Cor. 5 : 21 ; 1 Peter 2 : 21-25 ; 1 John 2 : 6 ; 3 : 2, 3. 

49. Praver an Aid to the Perfect Life. Matt. 6 : 5-15 ; Luke 
11 : ^1-13 ; 18 : 9-14 : 3 : 21 ; Mark 1 : 35 ; Luke 5 : 16 : 6 : 
12 ; 9 : 28, 29 ; 22 : 40-46. 

50. Victory Over the Tempter Through the Word of God. 
Matt. 4 : 1-11 ; John 8 : 31, 32 ; 17 : 17. 

51. Constant Help from the Holy Spirit. John 14 : 15-31 ; 16 : 
7-15. 

52. Review. 



SPECIAL COURSES. 273 

ADVANCED COURSE OF SUNDAY SCHOOL LESSONS. 

January-June, 1908. 

THE GOSPEL OF JOHN. 

Suggestions to Students. 

Students should use the Revised Version, consulting the Authorized 
when they please, They should read the gospel repeatedly with the 
help of the analysis here supplied which has been prepared with an eve 
to their special needs. The analysis should as far as practicable be 
committed to memory. Students should verify every fact and test evprv 
judgment. They should remember that every analysis is at best tenta 
tive and that other distributions of the subject-matter may be made 
It will be noticed that certain subdivisions in the analvsis are without 
titles. This omission is deliberate and is meant to indicate that other 
arrangements are admissible and that much difference of opinion exists 
as to the proper designations for these divisions. It will be profitable 
for the student to exercise himself in giving suitable titles to these 
subordinate paragraphs. 

Students who can consult any of the following books should make 
use of them: the authors represent different standpoints: the articles 
on John and on John's Gospel in the leading Bible Dictionaries and 
introductions: Smith's Dictionary (American and English editions), 
^^® ?5^ Dictionary, the Introductions of Salmon, Gloag, Dods, Bennett 
Qnd Adeney, Bacon and such Encyclopaedias as the Brittanica and 
Cbambers. Among commentaries which the student may study with 
K^^4-^^^^^,^ ,^^^ Westcott, Speaker's Commentarv, and separately, the 
best English work, Reitb (Clark's Handbook series), Watkins (Cassell's 
^i\ J?^^^ Comm.), Reynolds (Pulpit Comm.), Milligan and Moulton 
(Schaffs Popular Comm.), Plummer (Cambridge Bible for Schools and 
Colleges), McClymont (Century Bible), and Dods (Expositors' Bible). 

Introduction to the Gospel. 

1. The Life of John: (1) John in his Father's house; (2) 
John as a disciple of Jesus; (.3) John as an apostle (the 
notices in Scripture and in tradition should be carefully 
studied). 

2. John the Author of the Gospel. Internal Evidence: 
A. Indirect: (1) The author a Jew; (2) A Jew of Pales- 
tine; (.3) An eye-witness ; (4) An Apostle ; (5) The Apostle 
John. B. Direct: 1: 14, 19, 30; 21: 24. 

3. Object, Plan, Contents, and Date of the Gospel. Object 
(20: 30, 31). Plan and Contents (see Analysis). 

4. Relation to the Synoptic Gospels: (1) The divergences 
m general: the sphere and duration of the ministrv, the 
subjects of our Lord's teachings, the view of his miracles, 
the style; (2) The omissions of the Fourth Gospel; (8) 
The points of affinity between the Gospels. 

The Gospel. 

chaD^^^qTn.''•^TSn''/a^ prologue, chap. 1 : 1-18; a narrative, 
^ R: • ^,'^9 • ^^' ^°^ of an appendix, chap. 21 The leading thnne-hfi 
?L^ll ^''f^^K^V}^''^ ^^ l^^ manifestation of Jesus wi?h the corr^pold 
ing growth of belief on the part of his disciples and of unbelief on the 
19 



274 APPENDIX. 

part of his opponents. A convenient distribution of the contents ts 
into three parts : (A) the manifestafcion of Jesus to the world, 1 : 19- 
12: 50; (B) the special manifestiitiou of Jesus to his disciples, chaps. 
13-17 ; (C) the Betrayal, Trial, Crucifixion, and Resurrection of Jesua, 
chaps. 18-20. 

5. The So-Called Prologue: The Word (or Logos), 1: 1-18: 
(1) The ^Yord (Logos) described, verses 1-5; (2) The 
historical manifestation of the Word (Logos), 6-13; (3) 
The manifestation defined as Incarnation, 14-18. 

THE nakrati\t:, 1 : 19 to 20 : 31. 

A. First Main Division. 

The manifestation of Jesus to the world, 1 : 19 to 12 : 50. 
This division falls into two parts : 

(I) The announcement or proclamation of Jesus, 1: 19 
to chapter 4. 
(II) The Conflict of Jesus with the Jews and the devel- 
opment of their unbelief, chapters 5 to 12. 

I. the announcement. 

6. The Beginning of the Ministry, 1: 19 to 2: 11: (1) The 
witness of the Baptist, 1: 1^.36; (2) The first self-man- 
ifestation of Jesus, verses 37-52; (3) The first sign or 
miracle, 2 : 1-11. 

7. The Earliest Ministry of Jesus in Jerusalem and Judea, 
2: 13 to 3: 36: (1) The temple cleansed, 2: 12-22; (2) 
The general result of the manifestation of Jesus in Jerusa- 
lem, verses 23-25; (3) The special case of Nicodemus, 3: 
1-21; (4) Jesus in Judea, verses 22-36. 

8. The Earliest Ministry of Jesus in Samaria and Galilee, 
chapter 4: (1) The woman of Samaria, verses 1-42 (verses 
1-4; 5-26; 27-38; 39-42) ; (2) The nobleman's son healed 
in Capernaum, 43-54. 



n. the conflict : development of faith and unbelief. 

9. Christ in Jerusalem at an Unnamed Feast, chapter 5 : 
(1) An impotent man healed on the Sabbath, 1-18 ; (2) The 
relation of the Son to the Father, 19-47 (19-30; 31-40; 
41-47). 
10. The Crisis in Galilee, chapter 6: (1) The five thousand 
fed, verses 1-13; (2) The impression made by the miracle 
and the movements of Jesus and the multitude, 14-25; (3) 
The conversations springing out of the miracle, 26-71 (26- 
40; 41-56; 57-59; 60-71). 



SPECIAL COURSES. 275 

11. Jesus in Jerusalem at the Feast of Tabernacles, chapter 
7: (1) The circumstances of the visit, verses 1-13; (2) 
His teaching and the discussion as to his person, 14-36; 
(3) The discussion on the last day of the feast, 37-52. 

12. Further Discussions in Jerusalem, chapter 8: (1) Verses 
1-11 of this chapter have been omitted from some of the 
best manuscripts and probably did not form a part of the 
original gospel; (2) Jesus the Light of the World, 12-20; 
(3) The trial of true and false faith, 21-59 (21-30; .31-59). 

13. A Blind Man Healed on the Sabbath in .Jerusalem, 9 : 
1-41 : (1) The cure, 1-7; (2) The people discuss the man's 
identity, 8-12; (3) The man is examined by the Pharisees, 
13-41. 

14. The Discussions Following the Healing of the Blind 
Man, chapter 10 : (1) The good and hireling shepherds, 10 : 
1-21; (2) The final testimony of .Jesus to himself, 22-39; 
(3) Results of his teaching. 40-42. [This last section is 
independent if the ordinary text is read.] 

15. The Raising of Lazarus and Its Consequences, chapter 
11: (1) Jesus recalled to Judea by the death of Lazarus, 
1-16; (2) The miracle, 17-44; (3) The issues of the 
miracle, 4-5-57. 

16. The Close of the Ministry ; three typical scenes illustrat- 
ing the relations of .Jesus: (1) To his disciples; (2) To 
the multitude; (3) To the outside world, chapter 12. d) 
Mary anoints the feet of Jesus. 1-11; (2) The triumphal 
entry, 12-19; (3) The request of the Greeks, 20-36a; then 
follow as the close of this division of the gospel John's 
explanation of the unbelief of the Jews. .36&-43, and a 
summary of the teaching of our Lord as to belief and 
unbelief, 44-50. 

B. Second Main Division. 

The special manifestations of Jesus to his disciples, chapters 
13-17. 

17. An Act of Love and an Act of Judgment, 13: 1-.30 : (1) 
The washing of the disciples' feet, 1-11 ; (2) Its significance, 
12-20; (3) The dismissal of Judas, 21-30. 

THE last discourses TO HIS OWN : 13 I 31 TO 16 : 33. 

18. The Departure of Jesus to the Father, 13 : 31 to 14 : 31 
(13: 31-38; 14: 1-11; 12-21; 22-31). 

19. The Union Between Jesus and His Disciples and Its 
Results, chapter 15 (1-10; 11-16; 17-27). 

20. The Paraclete, chapter 16 (1-11; 12-15; 16-24; 25-33). 

21. A Prayer of Jesus, chapter 17: (1) Touching Himself, 1-5; 
(2) For his disciples, 6-19; (3) For all future believers, 
20-26, 



276 APPENDIX. 

C. Third Mam Division. 

From the Betrayal to the appearances after the Resurrec- 
tion. Chapters 18-20. 

22. The Betrayal and Double Trial of Jesus, 18 : 1 to 19 : 16 : 

(1) The arrest, 1-11; (2) The ecclesiastical trial, 12-27; 
(3) The civil trial, 18: 28 to 19: 16. 

23. Death of Jesus, 19: 17-42: (1) The crucifixion, 17-30; 

(2) The piercing of Jesus' side, 31-37; (3) The burial, 
38-42. 

24. The Resutibection, chapter 20: (1) The empty tomb, 1-10; 
(2) Jesus appears to Mary Magdalene, 11-18: (3) To the 
Ten, 1^23; (4) To the Eleven, 24-29. The purpose of the 
gospel, 30, 31. 

25. The Appendix, chapter 21 : (1) The manifestation of Jesus 
at the Sea of Tiberias, 1-14; (2) The charge of Peter, 
15-23; (3) The conclusion of the Gospel, 24, 25. 

26. Review : The gospel understood in the light of its purpose. 



ADVANCED COURSE OF SUNDAY SCHOOL LESSONS. 

July-December, 1908. 

The Rise, Growth and Disruption of the Hebbew Kingdom. 

1. Israel's Theocracy Under the Judges. Judges 2 ; 3 : 1-6 ; 
3 : 7 to 8 : 35 ; 11 : 1-40 ; 1 Sam. 1-7. 

2. Sources of Our Information Concerning the Kingdom : 
Its Literary Form and Character. Books of Samuel, 
Kings, and Chronicles. 

3. Conditions and Influences that Led to, and Permitted, 
A Monarchy in Israel. 1 Sam. 8 ; 11 ; 12 : 9, 12-18 ; 13 ; 
also the weakness of Egypt and Assyria. 

4. Power and Influence of Kings Among the Orientals. 
Commander-in-chief of the army ; chief judge ; authority 
absolute in home and foreign affairs. Compare their 
position in Egypt, Assyria, Babylonia, etc. 

5. Saul's Extraordinary Opportunity. 1 Sam. 9-11 ; 13 ; 
14; 15: 1-9. 

6. Saul's Lamentable Failure. 1 Sam. 15 : 10 to 31 : 13 ; 
1 Chron. 9 : 35 to 10 : 14. 

7. The Career and Character of .Jonathan. 1 Sam. 14; 
18-20; 23: 15-18; 31; 2 Sam. 1: 11-27; 4:4; 9: 1-13. 

8. The Philistines : Their Relation to, and Influence 
Upon. Israel. Josh. 13 : 2, 3 : Judges 3 : 1-3, 31 ; 10 : 6, 7, 
11; 13: 5; 14-16; 1 Sam. 4-7: 12: 9; 13-17; 18: 17-30; 
19 : 8 ; 23 ; 24 ; 28 ; 29 ; 31 ; 2 Sam. 5 ; 1 Kings 4 : 21. 



SPECIAL COURSES. 277 

9. Kinds of False Wobship Practiced During the Times 
OF THE United Kingdom. Judges 2 : 11-15 ; 10 : 6 ; 1 Sam 
7:4; 8 : 7, 8 ; 12 : 9, 10 ; 15: 22, 23; 19: 11-16; 28- 
1 Kings 11 : 4-8. 

10. Essentials of Preparation in David's Early Life. 1 
Sam. 16-30. 

11. Customs and Laws of War Throughout this Period. 

1 Sam. 15 : 2-9, 10-23, 32, 33 ; 17 ; 21 : 10-15 ; 27 ; 30 ; 31 ; 

2 Sam. 2-5 ; 8. Compare "Moabite Stone," also records of 
Egyptian and Assyrian lyings. 

12. Significance of the Battle of Gilboa for Israel. 1 Sam. 
31 ; 2 Sam. 1-5 ; 1 Chron. 10. 

13. David as a Military Leader. 1 Sam. 17 ; 18 ; 22-27 ; 29 ; 
30 ; 2 Sam. 5 ; 8 ; 10 ; 1 Chron. 11 ; 12 ; 14 : 8-17 ; 18-20. 

14. David as a Statesman and Religionist. 2 Sam. 2-4 ; 6 ; 
7; 9; 1 Chron. 13; 14: 1, 2; 15: 1-16; 17; 22-29; 1 
Kings 1 : 1 to 2 : 9. 

15. David as a Poet. 2 Sam. 1 : 17-27 ; 22 ; 23 : 1-7 ; Psalms 3 ; 
4; 7; 18; 23; 24; 60; 110. 

16. The Prophets of the United Kingdom. (1) Samuel: 1 
Sam. 3; 7-12; 15; 16: 1-13. (2) Gad: 1 Sam. 22 : 5 ; 
2 Sam. 24 : 11, 14 ; 1 Chron. 21 : 9, 18 ; 29 : 29 ; 2 Chron. 
29: 25. (3) Nathan: 2 Sam. 7; 12; 1 Kings 1; 1 Chron. 
9: 29; 29: 25. (4) Ahijah the Shilonite : 1 Kings 11: 29, 
30 ; 12 : 15 ; 14 : 18 to 15 : 29 ; 2 Chron. 10 : 15. 

17. Elements of Weakness in David's Life. 1 Sam. 25 : 2-44 • 
27 ; 2 Sam. 3:2-5; 8 ; 11 ; 24 ; 1 Chron. 14 : 3-7 ; 21. 

18. The Decline of Da^td's Power. 2 Sam. 11 ; 12 ; 13-21 ; 
24 ; 1 Kings 1 : 1 to 2 : 9. 

19. The Character of Dayib as a Whole. 1 Sam. 16-27- 
29 ; 30 ; 2 Samuel in full ; 1 Chron. 11-29. 

20. Solomon's Auspicious Beginnings. 1 Kings 1 : 1 to 3 : 15 • 
1 Chron. 29 to 2 Chron. 1. 

21. Solomon's Religious Policy, or, the Significance of Sol- 
omon's Temple in the History of Worship. 1 Kings 3: 
1-15 ; 5-8 ; 9 : 1-9 : and the mentionings of the temple in 
all the pre-exilic prophets. 

22. Solomon's Political Policy — Military — Matrimonial. 

I Kings 3:1; 4: 1-28; 5; 9: 15-28; 10: 26; 11: 1-3, 

14r-27. 

23. Solomon's Commercial Policy. 1 Kings 5; 9: 10-14; 10- 
11-25, 27, 29. 

24. The Wisdom of Solomon. 1 Kings 3: 16-28; 4: 29-34; 
10 : 1-10 ; Book of Proverbs in part. 

25. Elements of Strength and Weakness in Solomon's 
Character. Strength : 1 Kings 3 : 4r-15, 16-28 ; 4 : 20-28 
29-34 : 6-8 ; 9:1-9; 2 Chron. 1-9. Weakness : 1 Kings 

II : 1-3, 4-8, 9-13, 14-25, 26-40. 

26. Summary of Israel's Three Kings. 1 Samuel ; 2 Samuel ; 
1 Kings 1-11 ; 1 Chronicles 10 to 2 Chronicles 9. 



278 APPENDIX. 

INTERNATIONAL SUNDAY SCHOOL LESSONS FOR 1909. 

Issued by the Lesson Committee — American Section. Professor Ira M. 
Price, Secretary, The University of Chicago, Chicago, Illinois. 

ADVANCED COURSE. 



Petee and Paul, Apostles to Jew and Gentile. 

Suggestions to Students. 

The lives of these two great Apostles practically give us the key to 
the early power and influence of Christianity. In the study of them 
use should be made of the entire New Testament, and of the best 
available literature on their lives and times. In this outline tbeir 
activities have been divided into periods, convenient for investigation 
and memorizing. 

Some of the literature useful in such study may be found in the 
leading Dictionaries of the Bible, and Introductions to the Epistles of 
Peter and Paul. Special treatises are : Birks, Studies in the Life and 
Character of St. Peter; Bacon, B. W., The Story of St. Paul; Gilbert, 
The Student's Life of Paul; Iverach, St. Paul: His Life and Times; 
Farrar, Life and Work of St. Paul; Ramsay, St. Paul the Traveller and 
Roman Citizen; Sabatier, The Apostle Paul; Stevens, The Pauline 
Theology ; Conybeare «& Howson, The Life and Epistles of St. Paul. 

I. petee's life and work. 

A. Peter's Life Recorded m the Gospels. 

1. Peter's Life Until His Call to Be an Apostle, a. Early 
life at Bethsaida, and later at Capernaum. John 1 : 44 ; 
Matt. 8: 14; Mark 1: 21, 29-31. ft. First meeting with 
Christ. John 1 : 35-42. c. Second meeting with Christ. 
Matt. 4 : 18-22 ; Mark 1 : 16-20 ; Luke 5 : 1-11. d. Chosen 
as an apostle. Mark 3 : 13-19a. 

2. Peter the Leader and Spokesman of the Twelve, a. The 
Twelve sent out. Matt. 9 : 35 to 11 : 1. 6. The storm oa 
the lake. Matt. 14 : 22-36 ; Mark 6 : 45-56 ; John 6 : 15-21. 
c. The Twelve stand by Jesus. John 6 : 52-71. d. Peter's 
great confession. Matt. 16 : 13-20 ; Mark 8 : 27-30 ; Luke 
9 : 18-21. e. Peter rebuked. Matt. 16 : 21-28 ; Mark 8 : 
31 to 9 : 1 ; Luke 9 : 22-27. f. Peter at the Transfigura- 
tion. Matt. 17 : 1-13 ; Mark 9 : 2-13 ; Luke 9 : 28-36. 

3. Peter's Denl\l of His Lord. a. Peter's denial foretold by 
Jesus. Matt. 26 : 31-35 ; Mark 14 : 27-31 ; Luke 22 : 31-34 ; 
John 13 : 36-38. 6. Peter in Gethsemane. Matt. 26 : 36-56 ; 
Mark 14: 32-50; Luke 22: 40-53; John 18: 1-12. c. 
Peter's denial and penitence. John 18: 15-27; Matt. 26: 
57-75 ; Mark 14 : 53-72 ; Luke 22 : 54-62. 

4. Peter Restored to His Apostolic Office, a. Peter on the 
resurrection morn. Luke 24 : 8-12 ; Mark 16 : 1-11 ; John 
20 : 1-10. Z). The Lord appears to Peter. Luke 24 : 33-35. 
c. Peter at the Sea of Galilee. John 21 : 1-24. 

5. Review of the Gospel Section. 



SPECIAL COURSES. 279 

B. Peter's Work Recorded in the Acts. 

6. Preparation, I. The Ascension and the Promise of Power. 
Acts 1. 

7. Preparation, II. The Promise of Power Fulfilled. Acts 2. 

8. A Miracle Followed by Persecution. Acts 3 : 1 to 4 : 31. 

9. Other Miracles Followed by Imprisonment and Deliver- 
ance. Acts 5: 1-42. 

10. Connecting Link, I. Stephen the First Martyr. Acts 6: 
1 to 7 : 60. 

11. Connecting Link, II. Philip's Ministry. Acts 8: 1-40. 
o. Philip in Samaria. Acts 8 : 5-13. ft. Peter and John 
visit Samaria. Acts 8 : 14-25. c. Philip and the Ethiopian. 
Acts 8 : 2&-40. 

12. Peter Opens the Door to the Gentiles, a. Lydda. Acts 
9: 32-35. h. Joppa. Acts 9: 36-43. c. In Csesarea, 
Gentiles admitted to the church. Acts 10. d. Peter reports 
back to the church in Jerusalem. Acts 11 : 1-18. 

13. Peter's Third Imprisonment. Acts 12 : 1-19. 

14. Review of the Story in the Acts. 

n. PAUL'S life and work. 
A. Preparatory Experiences. 

15. Paul's Youth and Education, a. Birthplace and ancestry. 
Acts 21 : 39 ; 22 : 3 ; 23 : 34 ; 2 Cor. 11 : 22 ; Rom. 11:1; 
Phil 3: 4, 5. h. Roman citizenship. Acts 16: 36-39; 22: 
25-29. c. Hebrew training. Phil. 3:5; Acts 23 : 6 ; 26 : 
4, 5 ; Gal. 1 : 14 ; Acts 22 : 3. d. Perhaps member of San- 
hedrin. Acts 26: 10. e. Zeal for the law. Phil. 3:6; 
1 Tim. 1 : 12-16 ; 2 Tim. 1 : 3. 

16. Paul's Conversion, a. Took part in Stephen's martyrdom. 
Acts 7 : 57 to 8 : 1 ; 22 : 20. b. Intensity of his persecution. 
Acts 8 : 3, 4 ; 22 : 4, 5, 19 ; 26 : 9-11 ; Gal. 1 : 13. c. Vision 
of Jesus near Damascus. Acts 9 : 1-9 ; 22 : 5-11 ; 26 : 12- 
18; 1 Cor. 15: 8; 9: 1. d. His call to apostleship. 
Acts 26: 16-19; Gal. 1: 1, 11, 12, 15, 16; Rom. 1: 1-5; 
1 Tim. 1 : 12-16. e. Restoration of sight, and baptism. 
Acts 9 : 10-19 ; 22 : 12-16. 

17. Paul in Damascus, Arabia and Jerusalem, a. Preaches 
in Damascus. Acts 9 : 20-22 ; 26 : 19, 20. 6. Retires into 
Arabia. Gal. 1 : 17. c. Escapes from Damascus. Acts 9 : 
23-25. d. Visits Jerusalem. Acts 9 : 26-29 ; Gal. 1 : 18, 19. 
e. Departs from Jerusalem. Acts 9 : 29, 30 ; 22 : 17-21. 

18. Paul in Tarsus and Antioch. a. In Tarsus. Acts 9 : 30 ; 
Gal. 1 : 21-24. h. In Antioch. Acts 11 : 19-26. c. Carries 
alms to Jerusalem. Acts 11: 27-30. d. Returns to 
Antioch. Acts 12 : 25 to 13 : 1. 

19. Review of Paul's Life Prior to First Missionary 
Journey. 



280 APPENDIX. 

B. Paul the Missionary. 
1. First Missionary Journey. 

20. Paul's Labors in Cyprus and Pisidian Antioch. a. The 
Holy Spirit calls Barnabas and Saul to missionary work. 
Acts 13: 1-3. b. Labors in Cyprus and Pisidian Antioch. 
(1) At Salamis. Acts 13: 4, 5. (2) At Paphos. Acts 13: 
6-12. (3) At Antioch in Pisidia. Acts 13: 13-50. 

21. Paul in Iconium, Lystra and Derbe. a. In Iconium. Acts 
13: 51 to 14: 6. &. In Lystra. Acts 14: 6-20. (1) Heals 
a lame man. Acts 14: 8-10. (2) Restrains the people. 
Acts 14: 11-18. (3) Paul stoned. Acts 14: 19, 20; 2 Cor. 
11: 25. c. In Derbe. Acts 14: 20, 21. For persecutions 
endured, see 2 Tim. 3: 10, 11. d. Return journey. Acta 
14: 21-28. 

22. Peter and Paul at the Conference in Jerusalem. Acts 
15: 1-35; Cf. Gal. 2: 1-21. 

2. Second Missionary Journey. 

23. Paul's Missionary Labors Renewed, a. Contention be- 
tween Paul and Barnabas. Acts 15: 36-41. Paul takes 
Silas as companion. &. Timothy chosen as a helper. Acts 
16 : 1-3. As to Timothy's childhood and training, see 2 Tim. 
1 : 3-5 ; 3 : 14, 15. As to his relations with Paul, see 1 Tim. 
1 : 2, 18 ; 2 Tim. 1 : 2, 6. c. Delivering the decrees of the 
Jerusalem council. Acts 16: 4, 5: d. Territory covered. 
Acts 16 : 6-8. 

24. Paul Crosses to Europe, a. The call to Macedonia. Acta 
16: 9-11. 5. Preaching in Philippi. (1) First convert. 
Acts 16: 12-15. (2) Conflict with heathenism. Acts 16: 
16-40. (3) Paul's helpers. Phil. 4: 2, 3. For Paul's 
seven other scourgings, see 2 Cor. 11 : 24, 25. 

25. Paul in Thessalontca. — a. Success of his preaching. Acts 
17 : 1-4 ; 1 Thess. 1 : 2-10 ; 2 : 13-16. ft. Paul's ministry 
interrupted. Acts 17 : 5-9. c. Paul's courage and fidelity. 
1 Thess. 2 : 1-12. d. Paul's support. 1 Thess. 2:9; Phil. 
4: 15, 16. 

26. Paul in Berea and Athbns. a. Preaching in Berea. 
Acts 17 : 10-14. h. Preaching in Athens. Acts 17 : 15-34. 

27. Paxil in Corinth, a. Working as a tent-maker. Acts 18: 
1-3 ; 1 Cor. 9 : 6-15. h. Preaching the gospel. Acts 18 : 
4-11. c. Writes First and Second Thessalonians. Read 
both Epistles. d. Paul before Gallio. Acts 18: 12-17. 
e. Return journey. Acts 18: 18-22. 

28. Review of Paul's First and Second Missionary Journeys, 



SPECIAL COURSES. 281 

3. Third Missionary Jodexet. 

29. Paul Labors in Galatia, Phrygia and Ephesus. a. 
Strengthening the disciples in Galatia and Phrygia. Acts 
18: 23. &. Paul in Ephesus. (1) Supplementing the work 
of Apollos. Acts 18: 24 to 19: 7. (2) Preaching in the 
synagogue. Acts 19 : 8. (3) Reasoning in the school of 
Tyrannus. Acts 19: 9, 10. (4) A victorious ministry. 
Acts 19: 11-20. 

30. Paul Writes First Corinthians, a. Read the Epistle at 
one sitting. 6. Study 1 Cor. 13. Love the Greatest Thing 
in the World. 

31. The Riot in Ephesus. Acts 19 : 23-41. 

32. Paul Goes into Macedonia ; Writes Second Corinthians. 
a. Plans to return to Jerusalem by way of Macedonia and 
Achaia. Acts 19 : 21 ; 1 Cor. 16 : 2-9. 6. Sends Timothy 
and Erastus in advance. Acts 19: 22; 1 Cor. 16: 10, 11. 
c. Preaches in Macedonia, where he receives news from 
Corinth. Acts 20 : 1, 2 ; 2 Cor. 7 : 5-7, 13-16. d. Writes 
Second Corinthians in Macedonia. 2 Cor. 8 : 1 ; 9:2. 

33. The Grace of Giving, a. Historic setting. Paul's collec- 
tion from Gentile Christians for poor saints in Jerusalem. 
Acts 24 : 17 ; Rom. 15 : 25-32 ; 1 Cor. 16 : 1-3. &. Read 2 
Corinthians. c. Study Paul's plea for the grace of giving. 
2 Cor. 8 : 1 to 9 : 15. 

34. Paul Revisits Greece (Corinth), a. Goes from Macedo- 
nia into Greece. Acts 20: 2. 6. Probably at this time 
writes Epistle to the Galatians. c. Read the Epistle to the 
Galatians. d. Study Gal. 5 : 1 to 6 : 18. Christian Freedom. 

35. Paul Writes the Epistle to the Romans, a. Read the 
entire Epistle, h. Study Rom. 8: 1-39. The Victorious 
Life in Christ. 

36. Paul Returns from Corinth to Jerusalem, a. Purpose 
of the visit to Jerusalem. Rom. 15 : 25-28. &. Paul goes 
by land to Philippi, and sails to Troas. Acts 20: 3-6. 
c. Preaches at Troas. Acts 20 : 7-12. d. Vovage to" Miletus. 
Acts 20 : 13-16. e. Address to elders of Ephesus. Acts 20 : 
17-38. f. Voyage from Miletus to Caesarea. Acts 21 : 1-8. 
g. Experience in C?esarea. Acts 21 : 8-14. h. Goes up to 
Jerusalem. Acts 21 : 15-17. 

37. Review of Paul's Third Missionary Journey. 

C. Paul the Prisoner. 
1. Paul in Jerusalem. 

38. Paul, Assaulted by the Jewish Mob, Defends His 
Conduct. Acts 21 : 17 to 22 : 29. a. Paul seeks to concil- 
iate prejudices of Jewish Christians. Acts 21- 17-26 
Compare Acts 16: 1-3; Gal. 2: 3-5; 1 Cor. 9: 19-23 



282 APPEXDIX. 

I). Assaulted by Jewish mob. Acts 21 : 27-30. c. Rescued 
by the chief captain of the Roman cohort. Acts 21 : 31-36. 

d. Obtains permission to address the mob. Acts 21 : 37-40. 

e. Paul's defense of his life. Acts 22 : 1-21. f. About to 
be scourged, but Roman citizenship saves him. Acts 22: 
22-29. 

39. Paul in the Hats'ds of the Chief Captain, a. Brought 
before the Sanhedrin. Acts 22 : 30 to 23 : 10. h. Encour- 
aged by a vision. Acts 23 : 11. c. Jewish plot to assassin- 
ate Paul. Acts 23 : 12-22. Compare Acts 25 : 2, 3. d. Paul 
sent to Csesarea. Acts 23 : 23-35. 

2. Paul in Caesaeea. 

40. Paul Before Felix and Before Festus. Acts 24 : 1 to 25 : 
12. a. Paul's trial before Felix. Acts 24 : 1-23. 6. Paul 
preaches before Felix and Drusilla. Acts 24: 24-27. c. 
Paul and Festus. Acts 25 : 1-12. 

41. Paul Before Agrippa. a. Festus seeks advice from Agrippa 
concerning Paul. Acts 25 : 13-27. h. Paul's defense before 
Agrippa. Acts 26 : 1-32. 

3. Paul ox the Way to Rome. 

42. Paul's Voyage to Rome. Acts 27 : 1 to 28 : 16. a. Voyage 
and shipwreck. Acts 27 : 1-44. For three other shipwrecks, 
see 2 Cor. 11 : 25. ft. Three months on the island of Melita. 
Acts 28: 1-10. c. Voyage renewed, and arrival in Rome. 
Acts 28 : 11-16. 

4. Paul ix Rome. 

43. Paul's Life in Rome. Acts 28: 17-31. a. Mild form of 
imprisonment. Acts 28 : 16, 30, 31. ft. First meeting with 
the Jews. Acts 28: 17-22. c. Second meeting with the 
Jews. Acts 28 : 23-28. d. Paul preaches and teaches with 
boldness. Acts 28 : 30, 31. 

44. Paul's Companions in Rome. a. Luke. Philemon 24; 
Col. 4: 14. Cf. 2 Tim. 4: IL 6. Timothy. Phil. 1:1; 
2 : 19-23 ; Philemon 1 ; Col. 1 : 1. c. Mark. Philemon 24 ; 
Col. 4 : 10. Cf. 2 Tim. 4 : 11. d. Epaphroditus. Phil. 2 : 
25-30; 4: 18, 19. e. Epaphras. Philemon 23; Col. 1: 
3-8 ; 4 : 12, 13. /. Tychicus. Col. 4 : 7-9 ; Eph. 6 : 21, 22. 
Cf. 2 Tim. 4: 12. g. Onesimus. Philemon 10; Col. 4: 9. 
7i. Aristarchus. Philemon 24; Col. 4: 10. i. Demas. 
Philemon 24 ; Col. 4 : 14. Cf. 2 Tim. 4 : 10. 

5. Paul's Letteks from Rome. 

45. Exhortation to Unity and Humility by the Example of 
Christ. Phil. 1 : 27 to 2 : 18. Read the entire Epistle. 

46. Paul's Friendship foe a Slave. Philemon 1-25. 



SPECIAL COURSES. 283 

47. The Pre-eminence of Christ. Col. 1 : 9-23 ; 2 : 8 to 3 : 17. 
Read the Epistle. 

48. The Glory and Unity of the Church. Eph. 1 : 15-23 ; 
2 : 14-22 ; 3 : 14 to 4 : 16. Read the Epistle. 



III. Closing Days of Peter and Paul. 

49. Messages of Cheer and Hope from Peter the Aged. 
1 Peter 1:3-9; 4 : 12 to 5 : 11. Read the Epistles of Peter. 

50. Paul's Teaching Concerning Church Officers. 1 Tim. 
3 : 1-16 ; Titus 1 : 5-16. Read 1 Timothy and Titus. 

51. Paul the Aged on the Eve of Martyrdom. 2 Tim. 3 : 10 
to 4 : 22. Read 2 Timothy. 

52. Review ; Peter and Paul — a comparison and a contrast. 



III. THE INTERNATIONAL SUNDAY SCHOOL 
LESSONS. 



GRADED SERIES. 

Issued by the Seventh Lesson Committee — American Section. 

Foreword. 

The Twelfth Inbernational Sunday School Convention, held at Louis- 
ville, Ky., June 20, 1908, instructed the Lesson Committee "to continue 
the preparation of a thoroughly graded course of Lessons, which may 
be used by any Sunday School which desires it, whether in whole or in 
part." The Lesson Committee had already been in correspondence with 
a group of experienced Sunday School Workers, who had begun the con- 
struction of a scheme of graded lessons. The results of ttkeir prolonged 
and arduous work were put at the disposal of the Lesson Committee, 
thus placing the Lesson Committee and the Sunday School world under 
a great obligation. 

The Lesson Committee, through a special subcommittee, has given 
close scrutiny to every feature of the scheme, and has held frequent 
conferences with the group of workers referred to. Further, a draft 
copy of the scheme, so far as prepared, was sent out to more than 
seventy specialists in Sunday School work all over the United States and 
Canada. Many of these returned valuable criticisms, both on the 
general principles of the scheme and on innumerable details, criticisms 
which were often interestingly divergent. It need not be said that no 
labor has been spared to give due consideration to every suggestion from 
every quarter. 

The Committee could not be expected to complete in so brief a time 
what must be the work of several years The lirst year's Lessons of the 
Beginners, the Primary and the Junior Courses, were issued in January, 
1909 ; the second year's Lessons of each of these courses, together with 
the first year of the Intermediate Department, were issued in January, 
1910. The third year's Lessons in the Primary and Junior Departments 
were released in November, 1910, and the second year Intermediate and 
the first year Senior are herewith simultaneously released (February 
8, 1911). 

Introduction. 

I. The Purpose of the Graded Lessons. — To meet the spirit- 
ual needs of the pupil in each stage of his development. The 
epiritual needs broadly stated are these : 

1. To know God as he has revealed himself to us in nature 
and in Christ. 

2. To exercise towards God, the Father, and his Son, Jesus 
Christ, our Lord and Saviour, trust, obedience and worship. 

3. To know and do our duty to others. 

4. To know and do our duty to ourselves. 

284 



GRADED LESSOXS. 285 

II. The Material Chosen for These Lessons.— The truths 
are presented in lessons from the Bible, and illustrated by les- 
sons from nature, from the history of missions, and from the 
temperance movement, 

III. The Construction of the Courses. — 1. General (State- 
ments. — The International Lesson Committee has been instructed 
*'to continue the preparation of a thoroughly graded course of 
lessons" for the Sunday School. In pursuance of this instruc- 
tion a general scheme of lessons is in preparation for all depart- 
ments of the Sunday School. The departments recognized by 
the International Sunday School Association are: Beginners 
(ages under six), Primary (ages six to eight), Junior (ages nine 
to twelve). Intermediate (ages thirteen to sixteen). Senior 
(ages seventeen to twenty). Advanced (ages twenty-one +). 

The titles of the Lessons in the Beginners and Primary 
Courses are mainly simple story titles. In the Junior Course, 
whenever possible, a name and an event have been associated in 
the title as an aid to memory. Throughout the Courses, pref- 
erence in most cases is given to such titles as have been made 
familiar in literature and art. 

The knowledge already in the possession of the pupil through 
his day-school work has been taken into consideration in plan- 
ning these Courses ; and the natural abilities of the average 
pupil have governed the selection of the memory texts. 

It will be seen that these Lessons, being arranged in units of 
one year each, can be adjusted to any plan of departmental 
classification. As each year's work is adapted to the interests, 
capacities and needs of the pupils of that year, the Lessons can 
be made most effective when taught by the class teachers. 

2. Specific Statements. — (a) The Beginners and Primary 
Courses. — The Lessons are arranged in groups under successive 
themes, which are related in thought. In selecting the material 
for these Lessons, historical order has not been observed, but 
each passage has been chosen for the truth it contains,, and for 
the value in the spiritual nurture of the child. 

Large use of the method of repetition has been made in the 
construction of these Courses. Not only do children love the 
retelling of stories, but that process is essential for impressing 
truth upon their minds. Hence, in the Beginners Course fre- 
quent opportunities are given for the retelling of stories. In the 
Primary Course provision is generally made at the close of each 
theme for a review of the main teaching which it contains, under 
the title of "Review." There the retelling of stories under a 
given theme can be freely used. 

(ft) The Junior Course. — It is important in constructing a 
course of moral and religious education to remember that impor- 
tant crises occur in the physical, mental and moral development 
of the individual, in his progress from childhood towards adult 
life. The most prominent crises occur about the ages of thirteen 



286 APPENDIX. 

and sixteen or seventeen. Each of these represents the close of 
one and the beginning of a new period. An attempt has been 
made in the arrangement of the Junior Course to keep this first 
crisis in view, and to prepare for it by appropriate studies and 
by the awakening of those desires, thoughts, volitions, and 
habits which indicate the decision to enter upon the love and 
service of Christ. 

During the first t^'o years, when the historical sense begins 
to grow, the instruction is given by means of stories chronologic- 
ally arranged, taken from various periods. The studies of the 
last two years will be based upon successive narratives of a 
continuous, though not necessarily complete, history. 

The only exception to this chronological arrangement will be 
in the third year, when a topical course on temperance is intro- 
duced, in order that this subject may receive special attention 
at this critical period. 

As this is a strong memory period, many Psalms and other 
connected passages of Scripture are prescribed for memorizing. 
In those cases the thought of the entire memory passage is 
similar to that of the group of lessons with which it is asso- 
ciated. Under this arrangement it is impossible that the memory 
text shall in every instance embody the truth of the particular 
lesson to which it is attached. 

The geography of Bible lands is introduced into this course at 
the end of the first year, that being the period when it appears 
in the day-school course. Through the geographical setting 
given in the Exodus lessons, it is hoped to awaken the interest of 
the pupil in Bible lands. 

(c) The Intermediate Course. — The Lessons for the first two 
years are biographical studies, arranged in chronological 
sequence. These lessons lead to and culminate in a nine 
months' biographical study of the Man Christ Jesus. As touch- 
ing the vital issues of life the fourth year treats different themes 
on Christian living. 

A selected number of Bible masterpieces is indicated for mem- 
orization during each year. These passages take the place 
of the usually disconnected verses assigned with each of the 
Lessons in the earlier series. In addition to the memoriter 
work, the pupils should be encouraged to read selections from 
the Bible and other literature as collateral reading. 

(d) The Senior Course. — The Lessons for the first year take 
up questions of vital interest in the life of youth of seventeen 
years of age, such as "The World as a Field for Christian 
Service" and "The Problems of Youth in Social Life." The last 
quarter of the first year is given to a study of two Biblical 
books : Ruth in the Old, and James in the New Testament. 

In each quarter the pupils are assigned Bible readings, which 
emphasize the leading thoughts of the year's study. Attention 
ia especially directed to the brief introductions to the groups of 



GRADED LESSONS. 287 

lessons of this first year. Lessons for the succeeding Senior 
years are under consideration and will be announced later. 

IV. Correlated Work. — It is not to be assumed that the 
following courses of Lessons exhaust the material which ought 
to be used in the religious education of the young. (1) It should 
be constantly kept in mind that a religious atmosphere in the 
Sunday School helps to enforce the meaning and purpose of the 
entire course of teaching. The spirit and bearing of the officers 
and teachers in the whole conduct of the school are among the 
educational forces of the school, and ought to produce in the 
pupil reverence in worship and to bring home to his heart and 
conscience the divine message. (2) The various denominations 
may desire to prepare supplemental lessons connected with their 
distinctive histories, doctrines and customs. It is of the utmost 
importance that care should be taken to introduce these at the 
appropriate periods, relating them as far as possible with the 
method of the entire course. When it is desired to have forms 
of prayer and historic hymns memorized, or a church catechism 
taught, these, too, should be so correlated with the aims and 
methods of the successive courses as to form one consistent 
scheme of education which shall stimulate the pupil's interest, 
quicken his memory, and guide him Into habits of faith, worship 
and service. 



GRADED SERIES: BEGINNERS COURSE. 

(Approximate age of pupils : Four and five years.) 

Aim of the Course 

To Lead the Little Child to the Father 

By Helping Him : 

1. To know God, the heavenly Father, who loves him, pro- 
vides for, and protects him. 

2. To know Jesus the Son of God, who became a little child, 

who went about doing good, and who is the friend of 
little children. 

3. To know about the heavenly home. 

4. To distinguish between right and wrong. 

5. To show his love for God by working with him. 

Note. — The Bible verses for the children are chosen for their simple 
statement of the truth taught, and are not given as mere memory work, 
but simply to be used often by the teacher, so that they shall sink into 
the children's minds and unconsciously become their possession. 



288 APPENDIX. 

Themes fob the First Year. 

I. The Heavenly Father's Care. Stories 1 to 7. 
II. Thanksgiving for Care. Stories 8 to 10. 

III. Thanksgiving for God's Best Gift. Stories 11 to 13. 
IV. Love Shown Through Care. Stories 14 to 19. 

V. The Loving Care of Jesus. Stories 20 to 25. 
VI. God's Care of Life. Stories 26, 27. 
VII. Our Part in the Care of Flowers and Birds. Stories 
28, 29. 
VIII. Duty of Loving Obedience. Stories 30 to 36. 

IX. Love Shown by Prayer and Praise. Stories 37 to 39. 
X. Love Shown by Kindness (To those in the Family 
Circle). Stories 40 to 42. 
Xi. Love Shown by Kindness (To those outside the Fam- 
ily). Stories 43 to 52. 

Themes foe the Second Year. 

I. OuB Hea\^nly Father's Protection. (Approached 
through Parental Protection.) Stories 1 to 6. 
II. Thanksgiving for Protection. Stories 7 to 9. 
III. Thanksgiving for God's Best Gift. Stories 10 to 13. 

IV. Our Heavenly Father's Protection in Nature. Stories 

14 to 16. 
V. God Helping to Protect. Stories 17, 18. 
VI. Jesus the Helper and Saviour. Stories 19 to 24. 
VII. Jesus Teaching to Pray. Story 25. 
VIII. God's Gift of Life. Stories 26, 27. 
IX. God's Gift of the Wind, Sun and Rain. Stories 28 to 30. 

X. Jesus Teaching How to Help. Story 31. 
XI. Children Helping. Stories 32 to 36. 
XII. Friendly Helpers. Stories 37 to 52. 

(1) Individual Help, 37 to 42. 

(2) Interchange of Help, 43 to 46. 

(3) Co-operating in Helping, 47 to 52. 

First Year in Detail. 

As the Beginners cannot read, the Scripture passages cited are for 
the use of the teachers. In lessons which are starred (*), while the 
Bible mafcerial is cited, the teacher must look rather to God's hook of 
nature for story illustrations suitable to the child mind. 

I. The Heavenly Father's Care. 

1. A Mother and Her Little Boy. — Story Material : 1 Sam. 
1: 1, 2, 10, 11, 20-28; 2: 18, 19 ; 3 : 1-10, 19-21. Verse 
for the Child : Love one another. 1 John 4 : 11a. 



GRADED LE8S0N8. 



289 



2. *Father and Mother Birds' Care. — Story Material • Storv 
of Lesson 1 retold; Psalm 84: 3a, b; Matt. 8- 20c' Matt 
23: 37b; Deut. 32: lla, b; Isa. 31: 5. * ' 

3. *The Heavenly Father's Care for Birds and Animals — 
Story Material : Gen. 1 : 30 ; Psa. 147 : 9 ; 104 • 10 12 16 
17 ; Matt. 6 : 26 ; Deut. 11 : 15a ; Psa. 104 : 14a 18 ' 21 ' '>2 • 
147: 9a; Joel 2 : 22 ; Job 37: 8; Psa. 50: 10, 'll. ' Verse 
for the Child : Your heavenly Father feedeth them. Matt 
6 : 26b. 

4. A Baby in a Basket-Boat.— Story Material: Ex 1 • 2'> • 
2 : 1-10. Verse for the Child : He eareth for you. 1 Peter 
5 : 7b. 

5. A Baby in a Basket-Boat Retold.— Verse for the Child • 
He eareth for you. 1 Peter 5 : 7b. 

6. How God Fed Elijah.— Story Material: 1 Kings 17- 1-6 
Verse for the Child : He eareth for you. 1 Peter 5 : 7b 

'^' !??^ Heavenly Father's Care for His Children.— Story 
Material: Gen. 1 : 29 ; Psa. 65: ^13; Prov. 27- 26 27- 
Matt. 6 : 26, 30-32. Verses for the Child : He eareth for 
you. 1 Peter 5 : 7b. God is love. 1 John 4 : 8b. 

II. Thanksgiving for Care. 

8. A Song of Thanksgiving. — Story Material • Ex 13 • 18 • 
14 : .5-10, 21-31 ; 15 : 1, 2, 20, 21. Verse for the Child :' Let 
us sing unto the Lord. Psa. 95 : 1. 

9. *Thanking God for Good Gifts.— Story Material • Gen 8 • 

'iu' ^u-?n- V '^~^^' ^^^- ^^^= 1^-1^; 105: 1-5. Verse for 
the Child : I will praise thee, O God. Psa. 43 : 4b 

10. Thanking God by Giving.- Story Material : Mark 12 • 41- 
44. Verse for the Child : Freely give. Matt. 10 : 8b. 

III. THANKSGrVING FOR God'S BeST GiFT. 

11. The Story of the Baby Jesus.— Story Material : Luke 2 • 

. ?^u y^^.^^^ ^""'^ *^® ^^^^^' H^ ^»^ed us, and sent his Son' 
1 John 4 : 10c, d. 

12. The Visit of the Wise Men.— Story Material • Matt 2 • 

i~l\ \^^^^ ^^^ ^^^ ^^^^^ ' He loved us, and sent his Son" 
1 John 4 : 10c, d. 

13. Stories About the Baby Jesus Retold.— Story Material • 

fn"n% •• ^7?^ i-\^^^i ^ • ^~^^' ^^^'^^ f^^ tbe Child : Glory 
to God in the highest. Luke 2 : 14a. 

IV. Love Shown Through Care. 

14. *The Gift of Day and Night.— Story Material : Gen. 1 : 16 • 
Psa. 19: 1, 2; 74: 16; 139: 12; Jer. 31 : 35 ; Eccles. 1:5;' 
11: 7; Gen. 15: 5, 6; Job 22: 12; Psa. 8: 3; 104: 19-24 

t^^ine^ Psa 74^ 16a ' ^^^ *^^^ '" *^'''^' ^^^ ""'^^^ ^^^"^ '^ 
20 



290 APPENDIX. 

15. The Story of Jacob's Laddee : A Night Under the Stars. — 
Story Material : Gen. 28 : 10-22. Verse for the Child : I 
am with thee. Gen. 28 : 15a. 

16. Stories 14 and 15 Retold. 

17. The Story of the Good Shepherd. — Story Material : Luke 
15: 3-6: John 10: 2-5, 11-15; Prov. 27: 23. Verse for 
the Child : The Lord is my Shepherd. Psa. 23 : la. 

18. The Story of the Good Samaritan. — Story Material : Luke 
10 : 30-35. Verse for the Child : Be ye kind one to another. 
Eph. 4 : 32a. 

19. Stories 17 and 18 Retold. 

V. The Loving Care of Jesus. 

20. Jesus Caring for Hungry People. — Story Material : John 
6: 1-13. Verse for the Child: We love, because he first 
loved us. 1 John 4: 19. 

21. Jesus Caring for a Sick Boy. — Story Material : John 4 : 
46-53. Verse for the Child: We love, because he first 
loved us. 1 John 4 : 19. 

22. Stories 20 and 21 Retold. 

23. Jesus Loving Little Children. — Story Material: Mark 
10 : 13-16. Verse for the Child : Suffer the little children 
to come unto me. Mark 10 : 14b. 

24. Children's Love for Jesus. — Story Material : Matt. 21 : 
6-11, 14-16. Verse for the Child : We love, because he first 
loved us. 1 John 4 : 19. 

25. Stories 23 and 24 Retold. 

VI. God's Care of Life. 

26. *Winter's Sleep and Spring's Awakening. — Story Mate- 
rial : Psa. 147 : 16-18 ; Song of Songs 2 : 11-13 ; 7 : 11, 12 ; 
Gen. 1 : 11, 12, 20. Verse for the Child : Thou hast made 
summer and winter. Psa. 74 : 17b. 

27. Jesus and the Heavenly Home. — Story Material : John 
14 : 1-3 ; Rev. 21 : 1-4, 21 ; 22 : 1-5. 

VII. Our Part in the Care of Flowers and Birds. 

28. The Garden of Eden.— Story Material : Gen. 1 : 27, 28b, 29 ; 
2 : 8-lOa, 15. Verse for the Child : God planted a garden. 
Gen. 2 : 8a. 

29. *Helping to Care for God's Birds. — Story Material : Psa. 
8 : 6, 8a ; 50 : 11 ; 148 : 10 ; Matt. 10 : 29 ; Song of Songs 2 : 
12. (Compare 1 Cor. 3: 9.) Verse for the Child: Be ye 
kind one to another. Eph. 4 : 32a. 



GRADED LESSONS. 291 

VIII. Duty of Ix)ving Obedience. 

30. The Story of Adam and Eve. — Story Material : Gen. 2 : 16, 
17 ; 3 : 1-6, S-23. Verse for the Child : God is love. 1 
John 4 : 8b. 

31. The Pillar of Cloud and Fiee. — Story Material: Ex. 13: 
17-22 ; Numbers 9 : 15-23. 

32. The Gathering of the Manna. — Story Material : Ex. 16 : 
1-4, 14-31. 

33. Gifts for God's House. — Story Material: Ex. 35: 4-29; 
36 : 4-7. Verse for the Child : Freely give. Matt. 10 : 8b. 

34. Stories Retold. To be chosen by the children. 

35. The Story of Jonah. — Story Material : Jonah, chapters 1 
to 3. 

36. Going on an Errand. — Story Material : Gen. 37 : 1-4, 12-17. 
Verse for the Child: Children, obey your parents. Col. 
3 : 20a. 

IX. Love Shown by Prayer and Praise. 

37. Daniel Praying. — Story Material : Dan. 6 : 1-23. Verse 
for the Child : Help me, O Lord my God. Psa. 109 : 26a. 

38. David Praising God.— Story Material: 1 Sam. 16: 12b; 
17 : 15, 34-36a ; 2 Sam. 23 : 1-7 ; Psa. 18 : 1-3, 25, 26, 30, 31, 
46, 49, 50. Verse for the Child : Thou, Lord, hast made me 
glad. Psa. 92 : 4a. 

89. Stories 37 and 38 Retold. 

X. Love Shown by Kindness. 
(a) To Those in the Family Circle. 

40. Joseph's Coat of Many Colors. — Story Material : Gen. 37 : 
3, 4, 18-36. Verse for the Child : Let us love one another. 
1 John 4 : 7a. 

41. Joseph and His Brothers. — Story Material : Gen. 42 ; 
43 : 1-30 ; 45 : 1-15. Verse for the Child : Let us love one 
another. 1 John 4 : 7a. 

42. Joseph Taking Care of His Father. — Story Material: 
Gen. 45: 16-28; 46: 1-7; 47: 1-12. Verse for the Child: 
Let us love one another. 1 John 4 : 7a. 

43. Stories 40 to 42 Retold. 

XI. Love Shown by Kindness. 
(6) To Those Outside the Family. 

44. A Room for a Friend. — Story Material : 2 Kings 4 : 8-11. 
Verse for the Child : Forget not to show love unto strangers. 
Heb. 13: 2a. 

46. ELISH4 and a Boy,— Story Material : 2 Kings 4 : 12-37. 



292 APPENDIX. 

46. Stories 44 and 45 Retold. 

47. The Story of Rebekah. — Story Material: Gen. 24: 10-67. 
Verse for the Child : Forget not to show love unto strangers. 
Heb. 13 : 2a. 

48. David and a Lame Prince. — Story Material : 2 Sam. 4:4; 
chapter 9. Verse for the Child : Let us love one another. 
1 John 4 : 7a. 

49. Stories 44 to 48 Retold ; or, one chosen from among these. 

50. The Story of the Good Shepherd. — Story Material : Luke 
15; 3-6: John 10: 2-5, 11-15; Prov. 27: 23. Verse for 
the Child : The Lord is my Shepherd. Psa. 23 : la. 

51. The Story of the Good Samaritan. — Story Material : Luke 
10 : 30-35. Verse for the Child : Be ye kind one to another. 
Epb. 4: 32a. 

52. Stories 50 and 51 Retold ; or, any story chosen by the 
children. 



GRADED SERIES : BEGINNERS COURSE. 

Second Year in Detail. 

I. Our Heavenly Father's Protection. 

(Approached Through Parental Protection.) 

Stories 1 to 6. 

1. A Mother Hiding Her Baby. — Story Material : Ex. 1 : 22 ; 
2 : 1-10. Verse for the Child : Let us love one another. 1 
John 4 : 7. 

2. Animals Protecting Their Little Ones. — Story Material : 
Story of Lesson 1 retold ; Nabum 2 : 12a ; 2 Sam. 17 : 8b ; 
Matt. 8 : 20a ; Job 37 : 8. 

3. Our Heavenly Father Protecting Animals. — Story Mate- 
rial : Psa. 104: 18; 50: 10, 11; Joel 2: 22. Verse for the 
Child : Your heavenly Father feedetb them. Matt. 6 : 26. 

4. The Story of Ishmael. — Story Material : Genesis 21 : 14- 
21. Verse for the Child : God is my helper. Psa. 54 : 4. 

5. Daniel in the Lions' Den. — Story Material : Dan. 6 : 1-23. 
Verse for the Child : God is my helper. Psa. 54 : 4. 

6. The Story of Noah's Ark. — Story Material: Gen. 6 : 8 to 
7:1; 7 : 11 to 8 : 19. Verse for the Child : God is my 
helper. Psa. 54: 4. 

II. THANKSCmNG FOR PeOTECTION. 

stories 7 to 9. 

7. The Rainbow Promise. — Story Material : Gen. 8 : 20-22 ; 
9 : 1-3. 8-17. Verse for the Child : The Lord is good to all. 
Psa. 145 : 9. 



GRADED LESSONS. 298 

8. Little Children Thanking Our Heavenly Father. — Story 
Material: Matt. 21: 14-16; Job 31: 20b; Psa. 34: 10b; 
145 : 15, 16 ; Luke 12 : 23, 28 ; Psa. 147 : 1. Verse for the 
Child : I will give thee thanks with my whole heart. Psalm 
138: 1. 

9. Stories Retold : To be chosen by the children. 

III. Thanksgiving for God's Best Gift. 
Stories 10 to 13. 

10. An Angel's Message. — Story Material: Luke 1: 26-38, 
46-55. Verse for the Child: Thou shalt call his name 
Jesus. Matt. 1 : 21. 

11. The Story of the Baby Jesus. — Story Material : Luke 2 : 
1-20. Verse for the Child : He loved us and sent his Son. 
1 John 4 : 10. 

12. The Visit of the Wise Men. — Story Material : Matt. 2 : 
1-11. Verse for the Child : He loved us and sent his Son. 
1 John 4 : 10. 

13. Stories About the Baby Jesus Retold: Stories 10 to 12. 
Story Material : Luke 2 : 1-20 ; Matt. 2 : 1-11. Verse for 
the Child : Glory to God in the Highest. Luke 2 : 14. 

IV. Our Heavenly Father's Protection in Nature. 
Stories 14 to 16. 

14- God's Gift of Snow. — Story Material : Job 37 : 6a ; 38 : 22 ; 
Psa. 147 : 16a ; Isa. 55 : 10. Verse for the Child : He giveth 
snow like wool. Psa. 147 : 16. 

15. How God Protects Plants. — Story Material : Gen. 1 : 11, 
12; 2: 9a; Psa. 65: 9-13. 

16. How God Protects Birds. — Story Material : Psa. 50 : 11a ; 
Jer. 8: 7a, b, c; Matt. 10: 29, 31. Verse for the Child: 
I know all the birds of the mountains. Psa. 50 : 11. 

V. God Helping to Protect. 
Stories 17 and 18. 

17. David the Shepherd Boy. — Story Material: 1 Sam. 16: 
12b ; 17 : 15, 34-36a ; Prov. 12 : 10. Verse for the Child : 
Be ready. Titus 3 : 1. 

18. Da\t[d and the Giant Goliath. — Story Material : 1 Sam : 
17 : 17-49. Verse for the Child : Be ready. Titus 3 : 1. 

VI. Jesus the Helper and Saviour. 
Stories 19 to 23. 

19. Jesus Helping the Fishermen. — Story Material : Luke 5 : 
1-11, Verse for the Child : We love, because he first loved 
us. 1 John 4 : 19. 



294 APPENDIX. 

20. Jesus Stilling the Storm. — Story Material : Mark 4 : 35- 
41. Verse for the Child : We love, because he first loved 
us. 1 John 4 : 19. 

21. Stories Retold : Stories 19 and 20. 

22. Jesus Helping a Blind Man. — Story Material : John 9 : 1, 
6-11. Verse for the Child : We love, because he first loved 
us. 1 John 4 : 19. 

23. Jesus Loving Little Children. — Story Material : Mark 10 : 
13, 14, 16. Verses for the Child : Suffer the little children 
to come unto me. Mark 10: 14. We love, because he first 
loved us. 1 John 4 : 19. 

24. Stories Retold : Stories 22 and 23. 

VII. Jesus Teaching to Pray. 

Story 25. 

25. Jesus Teaching How to Pray. — Teaching Material : Mark 
1 : 35 ; Luke 6 : 12, 13 ; Mark 6 : 41 ; John 6 : 11 ; Luke 11 : 
1-4 ; Matt. 6 : 5-15 ; 7 : 7, 8. Verse for the Child : Lord, 
teach us to pray. Luke 11: 1. 

VIII. God's Gift of Life. 
Stories 26 and 27. 

26. New Life at Springtime. — Story Material : Psa. 65 : 9, 10 ; 
Isa. 61 : 11a ; Luke 8 : 5a ; Song of Solomon 2 : 11-13 ; Gen. 
1 : 11, 12, 20. Verse for the Child : The time of the singing 
of birds is come. Song of Solomon 2 : 12. 

27. Jesus and the Heavenly Home. — Story Material : John 
14 : 1-3 ; Rev. 21 : 1-4, 21 ; 22 : 1-5. 

IX. God's Gift of the Wind, Sun and Rain. 

Stories 28 to 30. 

28. The Wind a Helper. — Story Material : Gen. 8:1; Ex. 14 : 
21 ; Num. 11 : 31 ; Psa. 135 : 7b ; 78 : 26 ; 147 : 18b ; 104 : 4a. 
Verse for the Child: He causeth his wind to blow. Psa. 
147: 18. 

29. The Sun a Helper. — Story Material : Gen. 1 : 16 ; 2 Sam. 
23 : 4 ; Psa. 74 : 16 ; Eccl. 1:3; Psa. 19 : 1-6. Verse for 
the Child: He maketh his sun to rise. Matt. 5: 45. 

SO. The Rain a Helper. — Story Material : Joel 2 : 23c ; Deut 
28 : 12a ; Job 5 : 10 ; 36 : 27, 28 ; 38 : 37, 38 ; Psa. 65 : 9, 10 ; 
Lev. 26: 4; Isa. 44: 14d ; Psa. 147: 7, 8. Verse for the 
Child: He causeth to come down for you the rain. Joel 
2: 23. 



GRADED LESSONS. 295 

X. Jesus Teaching How to Help. 

story 31. 

31. Jesus and His Friends. — Story Material : John 13 : 3-15. 
Verse for the Child : Love one another, even as I have loved 
you. John 15 : 12. 

XI. Children Helping. 
Stories 32 to 36. 

32. Caring for Flowers and Birds. — Story Material : Luke 12 : 
27 ; Matt. 8 : 20a ; Psa. 84 : 3a, b, c ; Matt. 10 : 29 ; Matt. 
6 : 26. Verse for the Child : Consider the lilies, how they 
grow. Luke 12 : 27. 

33. A Little Maid Helping Her Master. — Story Material : 2 
Kings 5 : 1-5, 9-14. Verse for the Child : Even a child 
maketh himself known by his doings. Prov. 20 : 11. 

34. Samuel Helping in God's House. — Story Material : 1 
Sam. 3: 1-10. Verse for the Child: Even a child 
maketh himself known by his doings. Prov. 20 : 11. 

35. A Little Boy Helping Jesus. — Story Material : John 6 : 
1-13. Verse for the Child: Even a child maketh himself 
known by his doings. Prov. 20: 11. 

36. Stories Retold : Stories 33 to 35. 

XII. Friendly Helpers. 

stories 37 to 52. 

Instances of — 

(1) Individual help: Stories 37-42. 

(2) Interchange of help: Stories 43-46. 

(3) Cooperation in helpfulness : Stories 47-52. 

37. The Story of Ruth and Naomi. — Story Material : Ruth 1 : 
1-19. Verse for the Child : A friend loveth at all times. 
Prov. 17: 17. 

38. Ruth in the Barley Field. — Story Material : Ruth 1 : 22 ; 
2 : 1-23. Verse for the Child : A friend loveth at all times. 
Prov. 17 : 17. 

39. Stories Retold : Stories 37, 38. 

40. The Story of David and Jonathan. — Story Material : 1 
Sam. 18: 1-5; 19: 1-7. Verse for the Child: A friend 
loveth at all times. Prov. 17: 17. 

41. A True Friend. — Story Material : 1 Sam. 20 : 1-42. Verse 
for the Child : A friend loveth at all times. Prov. 17 : 17. 

42. A Kind Uncle. — Story Material : Gen. 13 : 1-12. Verse for 
the Child : Be ye kind one to another. Eph. 4 : 32. 

43. Stories Retold : Stories 40-42. 



296 APPENDIX. 

44. Sharing Her Last Cake.— Story Material: 1 Kings 17: 
8-16. Verse for the Child : Let us love one another. 1 
John 4 : 7. 

45. Elijah Helping a Mother. — Story Material : 1 Kings 17 : 
17-24. Verse for the Child: Let us love one another. 1 
John 4 : 7. 

46. Stories Retold: Stories 44 and 45. 

47. Some Tiny Builders (Ants). — Story Material: Prov. 6: 
6-8; 30: 25. 

48. Helping to Build the Wall. — Story Material : Nehemiah, 
chapters 1 and 2 ; 3 : 28 ; 6 : 15, 16. Verse for the Child : 
Thou Shalt love thy neighbor as thyself. Lev. 19 : 18. 

49. Four Friends Helping a Sick Man. — Story Material : Mark 
2: 1-4, 10-12. Verse for the Child: Thou shalt love thy 
neighbor as thyself. Lev. 19 : 18. 

50. Stories Retold: Repeat Lesson 33. 

51. Love for a Guest. — Story Material : Luke 10 : 38-42 ; John 
12: 1-8. Verse for the Child: We love, because he first 
loved us. 1 John 4 : 19. 

52. Stories Retold : Stories chosen by the children. 



GRADED SERIES: PRIMARY COURSE. 

(Grades 1, 2 and 3. Approximate ages : Six, seven and eight years.) 

Aim of the Course. 

To Lead the Child to Know the Heavenly Father, and to Inspire 
Within Him a Desire to Live as God's Child: 

1. To show forth God's power, love and care, and to awaken 
within the child responsive love, trust and obedience. 

2. To build upon the teachings of the first year, (1) by show- 
ing ways in which children may express their love, trust and 
obedience; (2) by showing Jesus the Saviour, in his love and 
work for men; and (3) by showing how helpers of Jesus and 
others learn to do God's will. 

3. To build upon the work of the first and second years by 
telling: (1) About people who chose to do God's will ; (2) how 
Jesus, by his life and words, death and resurrection, revealed 
the Father's love and will for us : (3) such stories as will make 
a strong appeal to the child and arouse within him a desire to 
choose and to do that which God requires of him. 



GRADED LESSONS. 297 

Themes foe the First Tear. 

I. God the Creator and Father. Lessons 1 and 2. 
II. God the Loving Father and His Good Gifts, Lessons 
3 to 5. 

III. God's Care Calling Forth Love and Thanks. Lessons 

6 to 10. 

IV. Love Shown by Giving. Lesson 11. 
V. God's Best Gift. Lessons 12 and 13. 

VI. God the Protector. Lessons 14 to 17, 18 to 21. 
VII. God Rescuing from Sin. Lessons 22 to 24. 
VIII. God the Giver of Life on Earth and in Heaven. Les- 
sons 25 to 28. 
IX. God Speaking to a Child. Lesson 29. 
X. Speaking to God in Prayer. Lessons 30 and 31. 
XI. Worshipping God. Lessons 32 to 34. 
XII. Pleasing God by Right Doing. Lessons 35 to 47. 
XIII. God's Lovingkindness. Lessons 48 to 52. 

Themes for the Second Year, 

I. The Right Use of God's Book, God's House, and God's 
Day. Lessons 1 to 3. 
II. Prayer and Praise. Lessons 4 to 8. 
III. Listening to God's Messenger. Lessons 9 to 11, 
IV. The Childhood of Jesus. Lessons 12 to 16. 
V. Jesus the Helper. Lessons 17 to 19. 
VI. Jesus Choosing Helpers. Lesson 20. 
VII. Jesus Loving and Receiving Lo\^. Lessons 21 to 23. 
VIII. Jesus Using His Power. Lessons 24 to 30. 

IX. The Helpers of Jesus Carrying on His Work. Lessons 

31 to 34. 
X. The Needs of Children the Wide World Over. Lessons 

35 to 39. 
XI. Learning to Do God's W^ill. Lessons 40 to 45. 
XII, The Right Use of God's Gifts (Temperance). Lessons 
46 to 48. 
XIII. All Creation Fulfilling His Word. Lessons 49 to 52. 

Themes for the Third Year. 

I. Seeking to Know and to Do God's Will. Lessons 1 to 9. 
II. The Coming of God's Son to Do His Will. Lessons 
10 to 14. 
Ill, Jesus Revealing the Father's Love. Lessons 15 to 29. 
IV, Two Messengers of Jesus Doing God's Will. Lessons 
30 to 39. 
V. Trusting and Serving God. Lessons 40 to 46. 
VI. Choosing the Right. Lessons 47 to 52. 



298 APPENDIX. 

FmsT Yeae in Detail. 

(Grade 1.) ^ 

In lessons which are starred (*), while the Bible material is cited 
the teacher must look rafeher to God's book of nature for story illus- 
trations suitable to the child mind. 

I. God the Creator and Fathee. 

1. God the Creator of all Things. — Lesson Material : Gen. 
1 : 1 to 2 : 3 ; Psa. 33 : 6-9. Memory Verse : In the begin- 
ning God created tlie heavens and the earth. Gen. 1 : 1. 

2. God the Father of All. — Lesson Material : Gen. 2 : 4r-25 ; 
Mai. 2 : 10a ; Psa. 100 : 3a. Memory Verse : O Lord, thou 
art our Father. Isa. 64 : 8a. 

II. God the Loving Fatheb and His Good Guts. 

3. *The Gift of Water. — Lesson Material : Ex. 15 : 22, 27 ; 
Psa. 104 : 10-14 ; 147 : 7-9 ; Isa. 41 : 18 ; 43 : 20b. Memory 
Verse : Every good gift and every perfect gift is from above, 
coming down from the Father. James 1 : 17a. 

4. *The Gift of Daily Bread. — Lesson Material : Psa. 85 : 12 ; 
Lev. 26 : 4 ; Mark 4 : 28, 29 ; Isa. 55 : 10. Memory Verse : 
Give us this day our daily bread. Matt. 6 : 11. 

5. The Right Use of God's Good Gifts (Temperance Lesson). 
—Compare Psalms 145 : 15, 16 ; 104 : 27, 28.— Lesson Material : 
Stories of Lessons 3 and 4 retold ; Psa. 145 : 15, 16. Memory 
Verse : Every good gift and every perfect gift is from above, 
coming down from the Father. James 1 : 17a. 

Ill, God's Care Calling Forth Love and Thanks. 

6. The Story of Noah and the Ark. — Lesson Material : Gen. 
6 : 8 to 8 : 19. Memory Verse : The Lord hath done great 
things for us ; whereof we are glad. Psa. 126 : 3. 

7. Noah Thanking God. — Lesson Material: Gen. 8: 20-22; 
9: 1-3, 8-17. Memory Verse: The Lord hath done great 
things for us ; whereof we are glad. Psa. 126 : 3. 

8. The People of Israel Saved at the Red Sea. — Lesson 
Material : Ex. 14 : 5-31. Memory Verse : The Lord hath 
done great things for us ; whereof we are glad. Psa. 126 : 3. 

9. A Song of Thank sorting. — Lesson Material : Ex. 15 : 1, 2, 
20, 21 ; Psa. 50 : 23a. Memory Verse : The Lord hath done 
great things for us ; whereof we are glad. Psa. 126 : 3. 

10. Re\tew. — Review the stories of Lessons 6 to 9 in such a 
way as to enforce the theme. Memory Verses : The Lord 
hath done great things for us ; whereof we are glad. Psa. 
126 : 3. O give thanks unto the Lord, for he is good. Psa. 
107 : la. 



GRADED LESSONS. 299 

IV. Love Shown by Giving. 

11. Willing Gifts for God's House. — Lesson Material : Ex. 35 : 
4-29; 36: 4-7; 1 Chron. 29: 6-9. Memory Verse: God 
loveth a cheerful giver. 2 Cor. 9 : 7b. 

V. God's Best Gift. 

12. The Baby Jesus in a Mangee. — Lesson Material : Luke 2 : 
1-20. Memory Verse : God so loved the world, that he gave 
his only begotten Son. John 3 : 16a. 

13. The Visit of the Wise Men. — Lesson Material : Matt. 2 : 
1-12. Memory Verse: And opening their treasures they 
offered unto him gifts. Matt. 2 : lie. 

VI. God the Peotectob. 

14. The Baby Jesus Sa\^d feom Danger. — Lesson Material : 
Matt. 2: 13-15, 19-23. Memory Verse: The Lobd is thy 
keeper. Psa. 121 : 5a. 

15. The Story of the Baby Moses. — Lesson Material : Ex. 2 : 
1-10. Memory Verse: The Loed is thy keeper. Psa. 
121 : 5a. 

16. Hiding a Boy King. — Lesson Material : 2 Kings 11 : 1-17. 
Memory Verse : The Lord is thy keeper. Psa. 121 : 5a. 

17. Re\^ew. — Lesson Material: Lessons 14 to 16 (God protect- 
ing through people). Memory Verses: Review the memory 
verses of Lessons 2, 3 and 10. 

18. A Lonely Hiding Place. — Lesson Material : 1 Kings 17 : 
1-6. Memory Verse: What time I am afraid, I will put 
my trust in thee. Psa. 56 : 3. 

19. Led by a Pillar of Cloud and Fire. — Lesson Material : Ex. 
13 : 17-22 ; Num. 9 : 15-23. Memory Verse : What time I 
am afraid, I will put my trust in thee. Psa. 56 : 3. 

20. The Story of Jacob's Ladder. — Lesson Material : Gen. 28. 
Memory Verse : I am with thee, and will keep thee whither- 
soever thou goest. Gen, 28 : 15a. 

21. Review. — Review the stories of Lessons 18 to 20. Memory 
Verse: I am with thee, and will keep thee whithersoever 
thou goest. Gen. 28 : 15a. 

VII. God Rescuing from Sin. 

22. The Story of the Garden of Eden. — Lesson Material : 
Gen. 2: 8, 9, 15-17, 19, 20; chapter 3 (selected verses). 
Memory Verse : Forgive us our sins. Luke 11 : 4a. 

23. The Stoey of the Sheep that Was Lost. — Lesson Mate- 
rial : Luke 15: 3-6; Matt. 18: 12-14. Memory Verse: 
Teach me thy way, O Lord. Psa. 86 : 11a. 

24. The Joy of the Shepherd. — Lesson Material : Luke 15 : 
3-6 ; Matt. 18 : 12-14. Memory Verse : Rejoice with me, 
for I have found my sheep which was lost. Luke 15 : 6. 



300 APPENDIX. 

VIII. God the Giver of Life on Earth, and in Heaven. 

25. *The Awakening of Hidden Life. — Lesson Material : Job 
37: 6, 9, 10; Psa. 147: 15-18; Song of Songs 2: 11-13. 
Memory Verse : He hath made everything beautiful in its 
time. Eccl. 3: 11a. 

26. Jesus Going to the Heavenly Home. — Lesson Material: 
John 19 : 30, 41, 42 ; 20 : 1-18 ; Luke 24 : 50, 51. Memory 
Verse : Behold, I am alive for evermore. Rev. 1 : 18b. 

27. A Picture of the Heavenly Home. — Lesson Material : 
Rev. 21 : 1 to 22 : 5. Memory Verse : In my Father's house 
are many mansions. John 14 : 2a. 

28. Review. — Review the stories of Lessons 26 and 27 and teach 
the thought of John 14: 2, 3. Memory Verse: In my 
Father's house are many mansions ; . . . I go to prepare 
a place for you. John 14 : 2. 

IX. God Speaking to a Child. 

29. The Child Samuel in God's House. — Lesson Material : 1 
Sam. 1; 2 : 18, 19, 26; 3. Memoi-y Verse: Speak, Lord; 
for thy servant heareth. 1 Sam. 3: 9b. 

X. Speaking to God in Prayer. 

30. Ezra's Prayer for Help on a Journey. — Lesson Material : 
Ezra 7; 8: 15a, 21-34. Memory Verse: The Lord is nigh 
unto all them that call upon him. Psa. 145 : 18a. 

81. King David's Wish and Prayer. — Lesson Material : 2 
Sam. 7. Memory Verse : The Lord is nigh unto all them 
that call upon him. Psa. 145 : 18a. 

XI. Worshipping God. 

32. Building a House for God's Worship. — Lesson Material : 
1 Chronicles 29; 2 Chronicles, chapters 2 to 5 (selected 
passages). Memory Verse: It is a good thing to give 
thanks unto the Lord, and to sing praises unto thy name, O 
Most High. Psa. 92 : 1. 

S3. Worshipping God by a River-Side. — Lesson Material : Acts 
16 : 9-15. Memory Verse : It is a good thing to give thanks 
unto the Lord, and to sing praises unto thy name, O Most 
High. Psa. 92: 1. 

34. Review. — Review the stories of Lessons 30 to 33 to illustrate 
Themes X and XI. 

XII. Pleasing God by Right Doing. 

35. Joseph Obeying His Father. — Lesson Material : Gen. 37 : 
1-^, 12-17. Memory Verse: Honor thy father and thy 
mother. Ex. 20: 12a. 



GRADED LES80NS. 301 

36. Joseph's Unkind Brothees. — Lesson Material : Gen. 37 : 
5-11, 18-36. Memory Verse : We should love one another. 
1 John 3 : lib. 

37. Joseph's Kindness to His Beothees. — Lesson Material: 
Gen. 42 : 1 to 45 : 1.5. Memory Verse : Be ye kind one to 
another, tenderhearted, forgiving each other. Eph. 4 : 32a. 

38. Joseph's Care of His Fathee. — Lesson Material : Gen. 45 : 
16-28; 46: 1-7; 47: 1-12. Memory Verse: Honor thy 
father and thy mother. Ex. 20 : 12a. 

39. Self-Control (Temperance Lesson). — Review the storiea 
of Lessons 85-38. Memory Verses : Review memory verses 
of Lessons 35 to 37. 

40. David's Care of the Sheep. — Lesson Material : 1 Sam. 16 : 
11, 12a ; 17 : 12-15, 34-37. Memory Verse : The Lord is 
my Shepherd. Psa. 23: la. 

41. How David Used His Harp. — Lesson Material : 1 Sam. 16 : 
14-23. 

42. A Hungry Woman Sharing Her Beead. — Lesson Material : 
1 Kings 17 : 8-16. Memory Verse : God loveth a cheerful 
giver. 2 Cor. 9: 7c. 

43. FouE Young Men Choosing the Right (Temperance Les- 
son). Lesson Material: Daniel 1. Memory Verse: Be 
not drunken with wine. Eph. 5: 18a. 

44. How Abeaham Stopped a Quaeeel. — Lesson Material : Gen. 
13: 1-12. Memory Verse: Blessed are the peacemakers. 
Matt. 5: 9a. 

45. The Stoby of a Guest-Room. — Lesson Material : 2 Kings 
4: 8-11. Memory Verse: Forget not to show love unto 
strangers. Heb. 13: 2a. 

46. A Captive Maid Teying to Help. — Lesson Material : 2 
Kings 5 : 1-14. Memory Verse : Even a child maketh him- 
self known by his doings. Prov. 20 : 11a. 

47. Generalization. — Lesson Material : Psa. 86 : 11a ; 32 : 8a. 
Memory Verses : Teach me thy way, O Lord. Psa. 86 : 11a. 
I will instruct thee and teach thee in the way which thou 
Shalt go. Psa. 32 : 8. 

XIII. God's Loving Kindness. 
(A Review of the General Theme for the Tear.) 

48. God the Creator and Father. — Lesson Material : Review 
of Lessons 1 and 2. Memory Verse : Thou shalt love the 
Lord thy God with all thy heart. Matt. 22 : 37a. 

49. God's Protecting Care. — Lesson Material : Review Lessons 
6 and 7, and emphasize Gen. 8 : 22. Memory Verse : While 
the earth remaineth, seedtime and harvest, and cold and 
heat, and summer and winter, and day and night shall not 
cease. Gen. 8. 22. 



302 APPENDIX. 

50. God's Nearness to His Children. — Lesson Material: 
Review the stories of Lessons 35 to 38. jMemory Verse : 
The Lord was with Joseph. Gen. 39 : 2a. 

51. God's Gift to the World. — Lesson Material : Review the 
story of Lesson 12. Memory Verse : God so loved the 
world, that he gave his only begotten Son. John 3 : 16a. 

52. Generalization. — Ways in which God's children may show 
their love and thanks to him. — Lesson Material : Psa. 86 : 
12, 13a : Prov. 20 : 11a. Memory Verses : Even a child 
maketh himself known by his doings. Prov. 20: 11a. I 
will praise thee, O Lord my God, with my whole heart 
Psa. 86: 12a. 



PRIMARY COURSE. 

Second Year in Detail. 
(Grade 2.) 

AIM FOR THE YEAR. 

To build upon the teachings of the first year by showing ways In 
which children may express their love, trust and obedience ; by showing 
Jesus, the Saviour, in his love and work for men ; and by showing how 
helpers of Jesus and others learn t© do God's will. 

I. The Right Use of God's Book, God's House, and God's Day. 
Lessons 1 to 3. 

1. A Lost Book Found. — Lesson Material : 2 Kings 22 : 8, 10- 
13, 18-20 ; 23 : 1-3. Memory Verse : Be ye doers of the 

. word. James 1 : 22. 

2. A King and His People Caring for God's House. — Lesson 
Material : 2 Kings 12 : 4-15 ; 2 Chron. 24 : 4-14. Memory 
Verse : Enter into his gates with thanksgiving, and into his 
courts with praise. Psa. 100: 4. 

3. Keeping the Lord's Day. — Lesson Material : Gen. 2 : 2, 3 ; 
Ex. 20: 8; 31: 12, 13; Psa. 95: 1-7; 118: 24. Memory 
Verses: Remember the sabbath day, to keep it holy. Ex. 
20: 8. This is the day which the Lord hath made; we 
will rejoice and be glad in it. Psa. 118 : 24. 

II. Prayer and Praise. 
Lessons 4 to 8. 

4. Praying for a Friend. — Lesson Material : Acts 12 : 3-17. 
Memory Verse : Pray one for another. James 5 : 16. 

5. Daniel in the Lions' Den. — Lesson Material : Daniel, 
chapter 6. Memory Verse : The Lord is nigh unto all them 
tbat call upon him. Psa. 145 : 18. 



GRADED LESSONS. 303 

6. Nehemiah the King's Cup-Beaber. — Lesson Material: 
Nehemiah, chapter 1; 2: 1-18; 4: 6. Memory Verse: 
Review memory verse of Lesson 5. 

7. A Story of a Thanksgiving Day.— Lesson Material : Neh. 
8: 1-12. Memory Verse: O give thanks unto the Lord; 
for he is good. Psa. 118: 1. 

8. Revievs^.— Review the stories of Lessons 4 to 7. Memory 
Verses : Review memory verses of Lessons 4, 5, 7. If the 
pupils have had first year work, review memory verse of 
Lesson 52, first year : I will praise thee, O Lord my God, 
with my whole heart. Psa. 86 : 12. 

III. Listening to God's Messengers. 
Lessons 9 to 11. 

9. God's Messengers to Abraham. — Lesson Material : Gen. 
18 : 1-16. Memory Verse : I will hear what God the Lord 
will speak. Psa. 85 : 8. 

10. Samuel Bringing God's Message to a Boy of Bethlehem. 
- —Lesson Material : 1 Sam. 16 : 1-13. Memory yerse : Re- 
view memory verse of Lesson 9;^- 

11. The Angel's Message to Mabi^— Lesson Material: Luke 
1 : 26-38, 46-55. Memory Verse : Thou shalt call his name 
Jesus, for it is he that shall save his people from their sins. 
Matt. 1 : 21. 

IV. The Childhood of Jesus. 
Lessons' 12 to 16. 

12. The Angel's Song and the Shepherd's Visit. — Lesson 
Material : Luke 2 : 1-20. Memory Verse : Glory to God in 
the highest, and on earth peace among men in whom he is 
well pleased. Luke 2 : 14. 

13. The Baby Jesus in the Temple. — Lesson Material : Luke 
2: 22-38. Memory Verse: Review memory verse of 
Lesson 11. 

14. The Visit of the Wise Men. — Lesson Material : Matt. 2 : 
1-12. Memory Verse : Opening their treasures they offered 
unto him gifts. Matt. 2 : 11. 

15. The Story of a Journey. — Lesson Material : Matt. 2 : 
13-15, 19-23; Luke 2: 39, 40. Memory Verse: The child 
grew. Luke 2 : 40. 

16. The Boy Jesus Visits Jerusalem. — Lesson Material: 
Luke 2 : 41-52. Memory Verse : Jesus advanced in wisdom 
and stature, and in favor with God and men. Luke 2 : 52. 



304 APPENDIX. 

V. Jesus the Helpeb. 

Lessons 17 to 19. 

17. Jesus and Four Fishermen. — Lesson Material : Luke 5 : 
1-11. Memory Verse : Jesus of Nazareth, . . . who 
went about doing good. Acts 10 : 38. 

18. Jesus and a Blind Man. — Lesson Material : Luke 18 : 35- 
43 ; Mark 10 : 46-52. Memory Verse : He received his 
sight, and followed him, glorifying God. Luke 18 : 43. 

19. Jesus and the Nobleman's Son. — Lesson Material : John 
4: 46-53. Memory Verse: The man believed the word 
that Jesus spake unto him. John 4 : 50. 

VI. Jesus Choosing Helpebs. 
Lesson 20. 

20. The Helpebs Chosen and Sent Out. — Lesson Material : 
Luke 6: 12, 13; Matt. 10: 1-13. Memory Verse: Freely 
ye received, freely give. Matt. 10: 8. 

VII. Jesus Loving and Receiving Love. 
Lessons 21 to 23. 

21. Jesus and the Childben. — Lesson Material : Matt 19 : 
13-15; Mark 10: 13, 14, 16; Luke 18: 15, 16. Memory 
Verse : Suffer the little children to come unto me, and for- 
bid them not ; for of such is the kingdom of God. Luke 
18: 16. 

22. A Gift fob Jesus. — Lesson Material : John 12 : 1-8 ; Mark 
14: 3-9. Memory Verse: She hath done what she could. 
Mark 14 : 8. 

23. The Children's Praise Song. — Lesson Material : Matt. 21 : 
1-17. Memory Verse: We love, because he first loved us. 
1 John 4 : 19. 

VIII. Jesus Using His Powee. 
Lessons 24 to 30. 

24. Jesus Feeding Many Hungry People. — Lesson Material : 
John 6 : 1-14 ; Matt. 14 : 13-22 ; Mark 6 : 30-44 ; Luke 9 : 
10-17. Memory Verse: Give us this day our daily bread. 
Matt. 6 : 11. 

25. Jesus Stilling the Stobm. — Lesson Material : Matt. 8 : 18, 
23-27 ; Mark 4 : 35-41 ; Luke 8 : 22-25. Memory Verse : 
Even the wind and the sea obey him. Mark 4 : 41. 

26. Jesus Restobing Life to a Little Girl. — Lesson Material : 
Matt. 9 : 18, 19, 23-26 ; Mark 5 : 21-24, 35-43 ; Luke 8 : 40- 
42, 49-56. 

27. Jesus Dying and Living Again. — Lesson Material : Mark 
15 : 1, 25, 37, 43-47 ; 16 : 1-8. Memory Verse : Because I 
live, ye shall live also. John 14 ; 19, 



GRADED LESSONS. 305 

28. The Wale to EMMAus.—Lesson Material : Luke 24 : 13-35. 
Memory Verse : The Lord is risen indeed. Luke 24 : 34. 

29. Jesus Going to the Heavenly Home. — Lesson Material: 
John 14 : 1-3 ; Luke 24 : 50-53 ; Mark 16 : 19 ; Acts 1 : 9. 
Memory Verse: I go to prepare a place for you. John 
14: 2. 

80. Review. — A general review of the stories of Lessons 12 to 
29, with emphasis on the thought of Jesus as a helper, the 
power that enables him to help, and the heavenly home. 
Memory Verse : Review memory verse of Lesson 29. 

IX. The Helpers of Jesus Caerying on His Work. 
Lessons 31 to 34. 

31. Peter and John at the Beautiful Gate. — Lesson Mate- 
rial : Matt. 28 : 18-20 ; Acts 3 : 1-16. Memory Verse : By 
this shall all men know that ye are my disciples, if ye have 
love one to another. John 13 : 35. 

32. Philip and the Man in a Chariot. — Lesson Material : Acts 
8: 26-38. Memory Verse: Review memory verse of 
Lesson 31. 

83. Peter and the Roman Captain. — Lesson Material : Acts 
10 : 1-9, 17-48. Memory Verse : Review memory verse of 
Lesson 31. 

84. Review. — Review the stories of Lessons 31-33, in such a 
way as to emphasize the thought of the memory verse. 
Memory Verse : Review memory verse of Lesson 31. 

X. The Needs of Children the Wide World Over. 
Lessons 35 to 39. 

35. The North American Indians, I. — Lesson Material : Isa. 
52 : 7 ; Psa. 100 : 3a, b ; 117 ; 86 : 9, 10 ; 67 : l-4a ; 107 : 
1-3, 5, 6, 8 ; 72 : 18, 19. Memory Verse : Go ye into all 
the world and preach the gospel to the whole creation. 
Mark 16: 15. 

36. The North American Indians, II. — Lesson Material : The 
same material as for Lesson 35. Memory Verse: Review 
memory verse of Lesson 35. 

37. The Children of the Cold North Land. — Lesson Material : 
The same material as for Lesson 35 ; and add Matthew 28 : 
18-20. Memory Verse : Review memory verse of Lesson 35. 

38. The Children of Cherry Blossom Land, I. — Lesson Mate- 
rial : The same material as for Lesson 37 ; and add Psalm 
115 : 4-8, 11, 13 ; 96 : 1-lOa. Memory Verse : Review mem- 
ory verse of Lesson 35. 

39. The Children of Cherry Blossom Land. II. — Lesson Mate- 
rial : The same material as for Lesson 38. Memory Verse : 
How shall they hear without a preacher? And how shall 
they preach except they be sent? Rom, 10 : 14, 15. 

21 



306 APPENDIX. 

XI. Learning to Do God's Will. 

Lessons 40 to 45. 

40. Moses, the Prince and Shepherd. — Lesson Material : Ex. 
1 : 7-14, 22 ; 2 : 1-21 ; 3 : 1-12, 17 ; 4:1-5; Heb. 11 : 23-25. 
Memory Verse : Certainly I will be with thee. Ex. 3 : 12. 

41. Moses Leading the Israelites Out of Egypt. — Lesson 
Material : Exodus, chapters 11 to 14 ; Psa. 78 : 12-16. 
Memory Verse : Review the memory verse of Lesson 40. 

42. The Story of the Manna. — Lesson Material : Ex. 16 : 
14-31; Psa. 78: 23-25. Memory Verse: Teach me to do 
thy will ; for thou art my God. Psa. 143 : 10. 

43. The Giving of the Law. — Lesson Material : Ex. 19 : 16-25 ; 
20 : 1-18 ; 24 : 3, 4, 7. Memory Verse : All that the Lord 
hath spoken will we do, and be obedient. Ex. 24 : 7. 

44. The Two Brave Spies. — Lesson Material : Num. 13 : 1-3, 
17-33 ; 14 : 1-10, 30. Memory Verse : The Lord is with us : 
fear them not. Num. 14 : 9. 

45. Joshua Leading the Israelites into the Promised Land. 
— Lesson Material : Josh. 1 : 1-6 ; chapters 3 and 4 ; 5 : 
10-12. Memory Verse: Be strong and of good courage. 
Josh. 1 : 6. 

Xll. The Right Use of God's Gifts (Temperance). 

Lessons 46 to 48. 

46. The House in Which I Li\t:. — Lesson Material: 1 Cor. 3: 
16, 17b ; 9:4, 25, 27 ; 2 Cor. 5 : 1. Memory Verse : Abhor 
that which is evil, cleave to that which is good. Rom. 12 : 9. 

47. God's Gifts for Food. — Lesson Material : Psa. 85 : 12 ; 
Lev. 26: 3, 5; Eccl. 10: 17. Memory Verse: Whether 
therefore ye eat, or drink, or whatsoever ye do, do all to 
the glory of God. 1 Cor. 10 : 31. 

48. The Story of the Rechabites. — Lesson Material : Jer. 35 : 
1-8, 12-14a, 18, 19. Memory Verse: Review memory 
verse of Lesson 47. 

XIII. All Creation Fulfillinq His Woed. 
Lessons 49 to 52. 

49. God's Creatures of the Field. — Lesson Material : Job 12 : 
7-10; Prov. 6: 6-11; 30: 24-28. Memory Verse: The 
earth is the Lord's, and the fullness thereof ; the world and 
they that dwell therein. Psa. 24 : 1. 

50. The Great, Wide Sea. — Lesson Material : Psa. 33 : 7 ; 
95 : 5 ; 104 : 25-27 ; 107 : 23-25, 29 ; 93 : 4. Memory Verse : 
Above the voices of many waters, the mighty breakers of 
the sea, the Lord on high is mighty. Psa. 93 : 4. 



GRADED LE880N8. 307 

51. Day and Night.— Lesson Material : Psa. 19 : 1, 2 ; 74 ; 16 ; 
139 : 12 ; Jer. 31 : 35 ; Eccl. 1:5; 11 : 7 ; Gen. 15 : 5b ; Psa. 
8:3; 104 : 19-24. Memory Verse : The day Is thine, the 
night also is thine. Psa. 74: 16. 

52. Seedtime and Hakvest. — Lesson Material : Psa. 24 : 1 ; 
Job 28 : 5a ; Psa. 65 : 9-13 ; Song of Solomon 7 : 13b ; Jamea 
5: 7b; Mark 4: 28, 29; Genesis 8: 22. Memory Verse: 
While the earth remaineth, seedtime and harvest, and cold 
and heat, and summer and winter, and day and night shall 
not cease. Gen. 8 : 22. 



PRIMARY COURSE. 

Thied Year in Detail. 
(Grade 3.) 

AIM FOE THE TEAR. 

To tell such etorles as will make a strong appeal to the child and 
arouse within him a desire to choose and to do that) which God requires 
of him. 

I. Seeking to Know and to Do God's Will. 
Lessons 1 to 9. 

1. A Shepherd Boy and a Giant. — Lesson Material : 1 Samuel 
17. Memory Verse : I will fear no evil ; for thou art with 
me. Psa. 23 : 4. 

2. David's Friendship with the King's Son. — Lesson Mate- 
rial: 1 Sam. 18: 1-16; 19: 1-10; 20: 1-42. Memory 
Verse: He loved him as he loved his own soul. 1 Sam. 
20: 17. 

3. Abigail the Peacemaker. — Lesson Material. 1 Sam. 25: 
1-35. Memory Verse: Be not hasty in thy spirit to be 
angry. Eccl. 7:9. 

4. David and the Sleeping King. — Lesson Material : 1 Sam. 
26. Memory Verse : Be ye merciful, even as your Father 
ia merciful. Luke 6 : 36. 

5. David's Mighty Men. — Lesson Material : 2 Sam. 23 : 13-20. 
Memory Verse : Be strong and of good courage. Josh. 1 : 6. 

6. King David's Kindness to a Lame Man. — Lesson Material : 
2 Sam. 4:4; 1 Sam. 20 : 42 ; 2 Sam. 9: 1-13. Memory 
Verse : Be ye kind one to another, tenderhearted, forgiving 
each other. Eph. 4: 32. 

7. King David Learning to Give Up His Own Way. — Lesson 
Material : 1 Chron. 17 and 28. Memory Verse : Serve him 
with a perfect heart and with a willing mind. 1 Chron. 
28: 9. 



308 APPENDIX. 

8. God's House for Praise and Prayer. — Lesson Material : 
2 Chron. 3 : 1, 2 : chapters 5 and 6 : Isa. 56 : 7. Memory 
Verse : Enter into his gates with thanksgiving, and into 
his courts with praise. Psa. 100 : 4. 

9. Review. — Review the stories of Lessons 1, 4, 6 and 7. 
Memory Verses : Review the memory verses of Lessons 1, 
4, 6 and 7. 

II. The Coming of God's Son to Do His Will. 

Lessons 10 to 14. 

10. God's Promise to Zacharias. — Lesson Material : Luke 1 : 
5-23, 57-60. Memory Verse : For thou shalt go before the 
face of the Lord to make ready his ways. Luke 1 : 76. 

11. God's Promise to Mary. — Lesson Material : Luke 1 : 26-38, 
46-56. Memory Verse : Thou shalt call his name JESUS ; 
for it is he that shall save his people from their sins. 
Matt. 1 : 21. 

12. The Story of the Birth of Jesus. — Lesson Material : 
Luke 2 : 1-20 ; Matt. 2 : 1-12. Memory Verses : Behold, I 
bring you good tidings of great joy which shall be to all the 
people: for there is born to you this day in the city of 
David a Saviour, who is Christ the Lord. Luke 2: 10, 11. 

13. John's Message About Jesus. — Lesson Material : Luke 3 : 
1-18; Matt. 3: 1-12: John 1: 29-34. Memory Verses: 
Review memory verse of Lesson 10; and teach, Behold 
the Lamb of God, that taketh away the sin of the world ! 
John 1: 29. 

14. Jesus Baptized. — Lesson Material : Matt. 3 : 13-17 ; Mark 
1 : 4-11. Memory Verse : This is my beloved Son, in 
whom I am well pleased. Matt. 3 : 17. 

III. Jesus Revealing the Father's Love. 
Lessons 15 to 29. 

15. Jesus and the Man at the Pool. — Lesson Material : John 
5 : 1-14. Memory Verse : Jesus saith unto him, Arise, take 
up thy bed, and walk. John 5 : 8. 

16. The Story of Ten Lepers. — Lesson Material : Luke 17 : 
11-19. Memory Verse: It is a good thing to give thanks 
unto Jehovah. Psa. 92 : 1. 

17. A Busy Day at Capernaum. — Lesson Material: Matt. 8: 
14-17 ; Mark 1 : 21-34. Memory Verse : He healed many 
that were sick. Mark 1 : 34. 

18. The Power of Jesus to Forgive Sin. — Lesson Material: 
Luke 5 : 17-26 ; Mark 2 : 1-12. Memory Verse : Thy sins 
are forgiven thee. Luke 5 : 20. 

19. A Story About Forgiving. — Lesson Material : Matt. 18 : 
21-35. Memory Verse: Forgive us our debts, as we also 
"have forgiven our debtors. Matt. 6 : 12. 



GRADED LE880N8, 309 

20. Jesus Teaching How to Pray.— Lesson Material: Matt 
5 : 1, 2 ; 7:11; 6 : 9-13. Memory Verse : Lord, teach us 
to pray. Luke 11 : 1. 

21. A Gift that Pleased Jesus.— Lesson Material : Mark 12 : 
41-44 ; Luke 21 : 1-4. Memory Verse : Every man shall 
give as he is able. Deut. 16: 17. 

22. Jesus in the Home of Zacch^us.— Lesson Material : Luke 
19: 1-10; Matt. 1: 21. Memory Verses: Review memory 
verse of Lesson 11 ; and teach, The Son of man came to 
seek and to save that which was lost. Luke 19 : 10. 

23. The Story of the Good Samaritan. — Lesson Material: 
Luke 10: 25-37. Memory Verse: Thou shalt love thy 
neighbor as thyself. Lev. 19 : 18. 

24. Jesus Teaching a New Commandment. — Lesson Material: 
John 13 : 1-17, 34, 35 ; Matt. 20 : 28. Memory Verse : A 
new commandment I give unto you, that ye love one an- 
other ; even as I have loved you, that ye also love one 
another. John 13: 34. 

25. Jesus and His Friends in the Upper Room. — Lesson Ma- 
terial : Luke 22 : 7-13 ; Matt. 26 : 17-20, 26-30 ; John 13 : 
33-35; 14: 1-15. Memory Verse: If ye love me, ye will 
keep my commandments. John 14 : 15. 

26. Jesus Dying and Living Again. — Lesson Material: Luke 
23 : 33-35 ; 24 : 1-7. Memory Verse : I was dead, and be- 
hold, I am alive for evermore. Rev. 1 : 18. 

27. The Resurrection Day. — Lesson Material : Mark 16 : 1-7 ; 
John 20 : 11-18 ; Matt. 28 : 5-10 ; Luke 24 : 13-31, 34-40 ; 
1 Cor. 15 : 5. Memory Verse : He is not here ; for he is 
risen, even as he said. Matt. 28 : 6. ' 

28. Jesus Returns to the Father. — Lesson Material: Matt. 
28: 16-20; Luke 24: 50-53; Acts 1: 3, 9-14. Memory 
Verse : Go ye into all the world, and preach the gospel to 
the whole creation. Mark 16 : 15. 

29. Review. — Selected stories and memory verses from Lessons 
15 to 28 reviewed in such a way as to develop the. thought 
expressed in John 3 : 16. Memory Verse : For God so loved 
the world, that he gave his only begotten Son, that whoso- 
ever believeth on him should not perish, but have eternal 
life. John 3 : 16. 

IV. Two Messengers of Jesus Doing God's Will. 
Lessons 30 tx) 39. 

30. Peter the Fisherman. — Lesson Material : Luke 5 : 1-11 ; 
Matt. 14: 22-33. Memory Verse: They left all, and fol- 
lowed him. Luke 5: 11. 

31. Peter's Lie Forgiven. — Lesson Material : Luke 22 : 34-62 ; 
24: 34; Mark 16: 7. Memory Verse: Thou, Lord, art 
good, and ready to forgive. Psa. 86: 5, 



310 APPENDIX. 

32. Peteb Trusted Again. — Lesson Material : John 21 : 1-17. 
Memory Verse : Lord, thou knowest all things ; thou know- 
est that I love thee. John 21 : 17. 

33. Peter Bra\t:ly Doing His Work. — Lesson Material : Acts 
5 : 12-42. Memory Verse : We must obey God rather than 
men. Acts 5: 29. 

34. Review. — Review the stories of Lessons 30 to 33. Memory 
Verses : Review the memory verses of Lessons 30, 31, 32 
and 33. 

35. Saul Persecuting Christians. — Lesson Material : Acts 9 : 
1-19; 22: 3-16; 26: 9-11. Memory Verse: Saul, Saul, 
why persecutest thou me? Acts 22: 7. 

36. Paul Preaching Christ. — Lesson Material : Acts 9 : 20- 
30 ; 13 : 44-52. Memory Verse : Thou shalt be a witness 
for him unto all men of what thou hast seen and heard. 
Acts 22: 15. 

37. Paul in Prison. — Lesson Material : Acts 16 : 16-34. Mem- 
ory Verse: Believe on the Lord Jesus, and thou shalt be 
saved. Acts 16 : 31. 

38. Paul Shipwrecked. — Lesson Material : Acts 27 : 1-44. 
Memory Verse : In God have I put my trust, I will not be 
afraid. Psa. 56 : 4. 

39. Review : Paul's Story of His Adventures. — Lesson Mate- 
rial : The stories of Lessons 35 to 38 ; and 2 Cor : 11 : 24^33. 
Memory Verse: I have fought the good fight, I have fin- 
ished the course, I have kept the faith. 2 Tim. 4:7. 

V. Trusting and Serving God. 

Lessons 40 to 46. 

40. Elijah the Man of God. — Lesson Material : 1 Kings 17. 
Memory Verse: Blessed is the man that trusteth in Jeho- 
vah. Jer. 17: 7. 

41. The Contest on Mount Carmel. — Lesson Material : 1 
Kings 18. Memory Verse : If Jehovah be God, follow him. 

1 Kings 18 : 21. 

42. Elijah Hiding in a Cave. — Lesson Material : I Kings 19 : 
1-18. Memory Verses : Teach me to do thy will. Psa. 
143: 10. I will instruct thee and teach thee in the way 
which thou shalt go. Psa. 32 : 8. 

43. Elijah and Elisha. — Lesson Material : 1 Kings 19 : 19-21 ; 

2 Kings 2: 1-15; 3: 11. Memory Verses: Review the 
memory verses of Lesson 42. 

44. A Sorrowing Mother Made Glad. — Lesson Material : 2 
Kings 4 : 8-37. Memory Verse : Review memory verse of 
Lesson 40. 

46. Elisha Teaching His Servant to Trust. — Lesson Mate- 
rial : 2 Kings 6: 8-17. Memory Verse: The angel of 
Jehovah encampeth round about them that fear him, and 
delivereth them. Psa. 34: 7. 



GRADED LESSONS. 311 

46. Review.— Review the stories of Lessons 40 and 45. Mem- 
ory Verses : Review the memory verses of Lessons 40, 41, 
42 and 45. 

VI. Choosing the Right. 

Lessons 47 to 52. 

(May 6e used as Temperance Lessons.) 

47 Retubning Good for Evil.— Lesson Material: 2 Kings 6: 
18-23. Memory Verse : Be not overcome of evil, but over- 
come evil with good. Rom. 12: 21. 

48. A Servant Yielding to Temptation.— Lesson Material: 2 
Kings 5: 15-27. Memory Verses: Thou shalt not covet. 
Ex. 20 : 17. Thou shalt not steal. Ex. 20 : 15. Speak ye 
every man the truth with his neighbor. Zech. 8 : 16. 

49. Four Captive Boys in the Palace School.— Lesson Mate- 
rial : Daniel 1 ; Eccl. 10 : 17. Memory Verse : Daniel pur- 
posed in his heart that he would not defile himself with the 
king's dainties, nor with the wine which he drank. Dan. 
1: 8. 

50. Three Heroes. Lesson Material: Daniel 3. Memory 
Verses : Thou shalt have no other gods before me. Ex. 20 : 
3. Be it known unto thee, O king, that we will not serve 
thy gods, nor worship the golden image which thou hast 
set up. Dan. 3 : 18. 

51. Esther, the Brave Young Queen.— Lesson Material : 
Esther 2 : 5-7, 17, 20-23 ; chapters 3 to 8. Memory Verse : 
Who knoweth whether thou art not come to the kingdom 
for such a time as this? Esther 4: 14. 

52. Review : The Two Great Commandments. — Lesson Mate- 
rial : Matt. 22 : 34-40 ; Mark 12 : 28-34. Memory Verses : 
Thou Shalt love the Lord thy God with all thy heart, and 
with all thy soul, and with all thy mind. This is the great 
and first commandment. And a second like unto it is this, 
Thou Shalt love thy neighbor as thyself. Matt. 22 : 37-39. 



GRADED SERIES— JUNIOR COURSE. 
(Grades 4 to 7. Approximate ages : Nine, ten, eleven and twelve years.) 

Aim of the Course. 

1. To awaken an interest in the Bible, and love for it; to 
deepen the impulse to choose and to do right. 

2. To present the ideal of moral heroism; to reveal the 
power and majesty of Jesus Christ, and to show his followers 
going forth in his strength to do his work. 



312 'APPENDIX. 

3. To deepen the sense of responsibility for right choices; 
to show the consequences of right and wrong choices; to 
strengthen love of the right and hatred of the wrong. 

4. To present Jesus as our example and Saviour; to lead 
the pupil to appreciate his opportunities for service, and to give 
him a vision of what it means to be a Christian. 



Material fob the Fiest Year. 

I. Stories of the Beginnings. Lessons 1 to 7. 
II. Stories of Three Patriarchs. Lessons 8 to 20. 

III. The Story of Joseph. Lessons 21 to 26. 

IV. Stories of Moses and of His Times. Lessons 27 to 39. 
V. Stories that Jesus Told. Lessons 40 to 48. 

VI. The Journeys of Moses. Lessons 49 to 52. 

Material for the Second Year. 

I. Stories of the Conquest of Canaan. Lessons 1 to 8. 
II. Opening Stories of the New Testament. Lessons 
9 to 11. 

III. Incidents in the Life of the Lord Jesus. Lessons 

12 to 28. 

IV. Early Followers of the Lord Jesus. Lessons 29 to 85. 
V. Later Followers of the Lord Jesus. Lessons 36 to 43. 

VI. Stories of the Judges. Lessons 44 to 52. 

Material for the Third Year. 

I. The First Three Kings of Israel. Lessons 1 to 18. 
II. The Divided Kingdom. Lessons 19 to 35. 
III. Responsibility for One's Self, Neighbor, and Country. 

Lessons 36 to 39. 
IV. The Exile and the Return. Lessons 40 to 48. 
V. Introduction to New Testament Times. Lessons 49 
to 52. 

Proposed Material for the Fourth Tear. 

I. The Gospel of Mark. Lessons 1 to 26. 
II. Studies in the Acts. Lessons 27 to 39. 
III. Stories from Lives of Later Missionaries. Lessons 
40 to 52. 



GRADED LESSONS. 813 

• First Year in Detail. 

(Grade 4.) 

It Is recommended that the assigned readings for this year be read 
by fche pupils after the lesson has been taught In the class. 

I. Stories of the Beguvtnustgs. 

1. In the Beginning. — Teaching Material : Gen. 1 : 1 to 2 : 3. 
Pupils' Reading : Gen. 1 : 1-5. Memory Text : In the 
beginning God created the heavens and the earth. Gen. 1 : 1. 

2. The Garden of Eden. — Teaching Material : Gen. 2 : 4-25. 
Pupils' Reading : Gen. 2 : 15-25. Memory Text : And the 
Lord God took the man, and put him into the garden of 
Eden to dress it and to keep it. Gen. 2 : 15. 

3. Hiding from God. — Teaching Material : Gen. 3 : 1-24. 
Pupils' Reading: Gen. 8: 1-15. Memory Text: Can any 
hide himself in secret places so that I shall not see him? 
saith the Lord. Jer. 23 : 24a. 

4. Cain and Abel. — Teaching Material : Gen. 4 : 1-26. Pupils' 
Reading: Gen. 4: 3-15. Memory Text: Love suffereth 
long and is kind ; love envieth not. 1 Cor. 13 : 4a. 

5. Review. 

6. The Building of the Ark. — Teaching Material : Gen. 6 : 5 
to 7 : 5. Pupils' Reading : Gen. 6 : 13-22. Memory Text : 
Thus did Noah : according to all that God commanded him, 
so did he. Gen. 6 : 22. 

7. The Flood and the Rainbow. — Teaching Material : Gen. 7: 
6 to 8 : 22 ; 9 : 12-19. Pupils' Reading : Gen. 8 : 6-19 ; 9 : 
12-19. Memory Text : I do set my bow in the cloud, and it 
shall be for a token of a covenant between me and the 
earth. Gen. 9 : 13. 

II. Stories of Three Patriarchs. 

8. The Call of Abraham. — Teaching Material : Gen. 11 : 27 
to 12 : 9. Pupils' Reading : Gen. 11 : 31 to 12 : 9. Mem- 
ory Text: By faith Abraham, when he was called, obeyed 
. . . and he went out, not knowing whither he went. Heb. 
11 : 8a, c. 

9. Giving Lot the First Choice. — Teaching Material : Gen. 
13: 1-16. Pupils' Reading: Gen. 13: 1-13, 18. Mem- 
ory Text : And as ye would that men should do to you, do 
ye also to them likewise. Luke 6 : 31. 

10. Abraham's Rescue of Lot. — Teaching Material : Gen. 14 : 
1-24. Pupils' Reading : Gen. 14 : 8-24. Memory Text : A 
friend loveth at all times ; and a brother is born for adver- 
sity. Prov. 17: 17. 



314 APPENDIX. 

11. *Abraham ENTERTAmmo Angels. — Teaching Material: 
Gen. 18: 1-16. Pupils' Reading: Gen. 18: 1-8. Memory 
Text : Forget not to show love unto strangers ; for thereby- 
some have entertained angels unawares. Heb. 13 : 2. 

12. The Doom of Sodom and Gomorrah (Temperance Les- 
son).— Teaching Material: Gen. 18: 17-33; 19: 12-28. 
Pupils' Reading: Gen. 18: 17-33. Memory Text: His 
own iniquities shall take the wicked, and he shall be holden 
with the cords of his sin. Prov. 5 : 22. 

Or, The Song of Mary (Christmas Lesson). — Teaching Mate- 
rial : Luke 1: 26-55. Pupils' Reading: Luke 1: 46-55. 
Memory Text: And Mary said, My soul doth magnify the 
Lord, and my spirit hath rejoiced in God my Saviour. 
Luke 1: 46, 47. 

13. Review. — Teachers' Theme: Walking with God. Gen. 6: 
9 ; Prov. 3 : 5, 6. 

14. Ishmael in the Wilderness. — Teaching Material : Gen. 16 r 
1-15; 17: 15-21; 21: 1-21. Pupils' Reading: Gen. 21: 
14-21. Memory Text: Thou God seest me (margin). Gen. 
16: 13a. 

15. Abraham Willing to Offer Isaac. — ^Teaching Material: 
Gen. 22 : 1-19. Pupils' Reading : Gen. 22 : 1-19. Memory 
Text: Shew me thy way, O Lord; teach me thy paths. 
Psa. 25 : 4. 

16. Rebekah at the Well. — Teaching Material : Gen. 24 : 1-67. 
Pupils' Reading: Gen. 24: 1-27. Memory Text: Let not- 
kindness and truth forsake thee: so shalt thou find favor 
and good understanding in the sight of God and man. 
Prov. 3 : 3a, 4. 

17. Esau's Folly and Jacob's Cunning (Temperance Lesson). 
—Teaching Material: Gen. 25: 27-34; 27: 1-40. Pupils' 
Reading : Gen. 25 : 27-34 ; 27 : 1-17. Memory Text : Desire 
earnestly the greater gifts. 1 Cor. 12 : 31a. 

18. Jacob's Vision of a Ladder to Heaven. — Teaching Mate- 
rial : Gen. 27 : 41 to 28 : 22. Pupils' Reading : Gen. 28 : 
10-22. Memory Text: And, behold, I am with thee, and 
will keep thee whithersoever thou goest. Gen. 28 : 15a. 

19. The Meeting of Jacob and Esau. — Teaching Material: 
Gen. 32: 1 to 33: 20. Pupils' Reading: Gen. 32: 3-21; 
33 : 1-4. Memory Text : Say not, I will do so to him as 
he hath done to me. Prov. 24 : 29a. 

20. Review. 

III. The Story of Joseph. 

21. Joseph Sold Into Egypt. — Teaching Material: Gen. 37: 
1-36. Pupils' Reading: Gen. 37: 12-36. Memory Text: 
Psa. 121 : 1, 2. 



* When the Christmas Leeson Is used, Lesson 12 may be taught with 
or instead of Lesson 11. 



GRADED LESSOXS. 815 

22. Joseph and the Butler and Baker.— Teaching Material : 
Gen. 39: 1 to 40: 23. Pupils' Reading: Gen. 40: 1-23. 
Memory Text : Psa. 121 : 3, 4. 

23. From Prison to Palace.— Teaching Material: Gen. 41: 
1-57. Pupils' Reading: Gen. 41: 1-14. Memory Text: 
Psa. 121 : 5, G. 

24. Joseph's Brothers Visit Egypt.— Teaching Material : Gen. 
42 : 1 to 45 : 15. Pupils' Reading : Gen. 43 : 16-34. Mem- 
ory Text : Psa. 121 : 7. 

25. The Family of Israel Move Into Egypt. — Teaching Mate- 
rial : Gen. 45: 16 to 50: 26; Rev. 3 : 21 ; John 14: 2. 
Pupils' Reading : Gen. 46 : 1-7, 28-34 ; 50 : 15-26. Memory 
Text: Psa. 121 : 8. 

26. Review. — Teachers' Theme: Rom. 8: 28. 

Or, The Resurrection (Easter Lesson).— Teaching Material: 
Matt. 28 : 1-10. Pupils' Reading : Matt. 28 : 1-7. Memory 
Text: God both raised the Lord, and will raise up us 
through his power. 1 Cor. 6 : 14. 

IV. Stories of Moses and of His Times. 

27. The Early Life of Moses.— Teaching Material : Ex. 1 : 1 
to 2 : 15. Pupils' Material : Ex. 2 : 5-15. Memory Text : 
And God heard tlieir groaning, and God remembered his 
covenant with Abraham, with Isaac and with Jacob. Ex. 
2: 24. 

28. The Burning Bush at Horeb. — Teaching Material: Ex. 
2: 16-25; 3: 1-14; 4: 10-23. Pupils' Reading: Ex. 2: 
16-25 ; 3 : 1-14. Memory Text : Now therefore go, and I 
will be with thy mouth, and teach thee what thou shalt 
speak. Ex. 4 : 12. 

29. Moses and Aaron Before Pharaoh. — Teaching Material : 
Ex. 4 : 27 to 6 : 1 ; 6 : 28 to 9 : 35. Pupils' Reading : Ex. 
6 : 28 to 7 : 25. Memory Text : Many sorrows shall be to 
the wicked ; but he that trusteth in the Lord, lovingkind- 
ness shall compass him about. Psa. 32 : 10. 

30. The Passover Night.— Teaching Material: Ex. 10: 1 to 
12: 36. Pupils' Reading: Ex. 12: 21-36. Memory Text: 
The Lord is my strength and song, and he is become my 
salvation. Ex. 15: 2a. 

31. The Crossing of the Red Sea. — Teaching Material: Ex. 
12: 37-51; 13: 17 to 15: 21. Pupils' Reading: Ex 14: 
5-31. Memory Text : I am the Lord thy God, who brought 
thee out of the land of Egypt, out of the house of bondage. 
Ex. 20: 2. 

S2. Manna in the VTilderness.- Teaching Material: Ex. 15: 
22 to 16: 36. Pupils' Reading: Ex. 16: 1-31. Memory 
Text: Who is like unto thee, O Lord, among the gods? Who 
is like thee, glorious in holiness, fearful in praises, doing 
wonders? Ex. 15: 11. 



316 APPENDIX. 

23. The Giving of the Law. — Teaching Material : Ex. 18 : 1 
to 20 : 21 ; 21 : 1-20 ; 34 : 1-9, 28. Pupils' Reading : Ex. 19 : 
1-6, 16-20 ; 20 : 1-21. Memory Text : The law of the Lord 
is perfect, restoring the soul : the testimony of the Lord is 
sure, making wise the simple. Psa. 19 : 7. 

34. The Tabernacle in the Wilderness. — Teaching Material : 
Ex. 36: 2-7; 40: 17-38. Pupils' Reading: Ex. 33: 7-11; 
40: 17-38. Memory Text: There I will meet with thee, 
and I will commune with thee from above the mercy-seat. 
Ex. 25: 22a. 

35. The Rash Act of Nadab and Abihu (Temperance Les- 
son). Teaching Material: Lev. 10: 1-11. Pupils' Read- 
ing: Lev. 10: 1-11. Memory Text: Wine is a mocker. 
Prov. 20: la. 

36. The Report of the Spies. — Teaching Material : Num. 12 : 
16 to 14 : 38. Pupils' Reading : Num. 13 : 16-33 ; 14 : 26-38. 
Memory Text: Let us go up at once, and possess it; for 
we are well able to overcome it. Num. 13 : 30b. 

37. Troubles in the Wilderness. — Teaching Material : Num. 
20 : 1 to 21 : 9 ; Psa. 107 : 4-6. Pupils' Reading : Num. 20 : 
2-13 ; 21 : 1-9. Memory Text : They cried unto the Lord 
In their trouble, and he delivered them out of their dis- 
tresses. Psa. 107 : 6. 

38. How God Honored Moses. — Teaching Material : Deut 34 : 
1-12 ; compare Luke 9 : 28-36 ; Rev. 15 : 1-4. Pupils' Read- 
ing: Deut. 34: 1-12. Memory Text: He that doetb the 
will of God abideth forever. 1 John 2 : 17b. 

39. Review. — Teachers' Reading: Psa. 107. 

V. Paeables of Jesus. 

40. The Parable of the Sower. — Teaching Material : Matt. 13 : 
1-23; Luke 8: 1-15. Pupils' Reading: Luke 8: 1-15. 
Memory Text: Be ye doers of the word, and not hearers 
only. James 1 : 22a. 

41. The Good Samaritan. — Teaching Material : Luke 10 : 25-37. 
Pupils' Reading: Luke 10: 25-37. Memory Text: Thou 
Shalt love the Lord thy God with all thy heart, and with 
all thy soul, and with all thy strength, and with all thy 
mind ; and thy neighbor as thyself. Luke 10 : 27. 

42. The Prodigal Son (Temperance Lesson). — Teaching Mate- 
rial : Luke 15: 1-32. Pupils' Reading: Luke 15: 11-32. 
Memory Text: I will arise and go to my father, and will 
say unto him, Father, I have sinned against heaven, and in 
thy sight. Luke 15 : 18. 

43. Promotion the Reward of Faithfulness. — Teaching Mate- 
rial : Luke 19 : 11-26. Pupils' Reading : Luke 19 : 11-26. 
Memory Text : He that is faithful in a very little is faith- 
ful also in much. Luke 16 : 10a. 



GRADED LESSONS. 317 

44. The Two Foundations. — Teaching Material: Matt. 7: 
16-29 ; Luke 6 : 46-49. Pupils' Reading : Matt. 7 : 16-29. 
Memory Text: Every one therefore that heareth these 
words of mine, and doeth them, shall be likened unto a wise 
man, who built his house upon the rock ; and the rain 
descended and the floods came, and the winds blew, and 
beat upon that house; and it fell not; for it was founded 
upon the rock. Matt. 7 : 24, 25. Review James 1 : 22a. 

45. The Wise and Foolish Virgins. — Teaching Material : Matt. 
25: 1-13. Pupils' Reading: Matt. 25: 1-13. Memory 
Text: And what I say unto you I say unto all, Watch. 
Mark 13 : 37. 

46. A Parable in Action. — Teaching Material : John 13 : 1-17. 
Pupils' Reading: John 13: 1-17. Memory Text: I have 
given you an example, that ye also should do as I have 
done to you. John 13 : 15. 

47. The Last Judgment. — Teaching Material : Matt. 25 : 13-46. 
Pupils' Reading: Matt. 25: 13-46. Memory Text: And 
the King shall answer and say unto them, Verily I say unto 
you. Inasmuch as ye did it unto one of these my brethren, 
even these least, ye did it unto me. Matt. 25 : 40. 

48. Review. 

VI. The Journeys of Moses. 

With Map Review. 

49. From Egypt to Mount Sinai. — Teaching Material : Ex. 2 : 
1-25 ; 17 : 8-16. Pupils' Reading : Ex. 2 : 1-25 ; 17 : 8-16. 
Memory Text : O give thanks unto the Lord ; for he is good : 
for his lovingkindness endureth forever. Let the redeemed 
of the Lord say so, whom he hath redeemed from the hand 
of the adversary. Psa. 107 : 1, 2. 

50. From Mount Sinai to Kadesh. — Teaching Material : Num. 
13 : 1 to 14 : 33. Pupils' Reading : Num. 13 : 1 to 14 : 33. 
Memory Text : Review Psa. 107 : 1, 2. And gathered out of 
the lands, from the east and from the west, from the north 
and from the south. They wandered in the wilderness in 
a desert way ; they found no city of habitation. Psa. 107 : 
3, 4. 

51. From Kadesh to Moab. — Teaching Material : Num. 20 : 
1-29. Pupils' Reading : Num. 20 : 1-29. Memory Text : 
Review Psa. 107: 1-4. Hungry and thirsty, their soul 
fainted in them. Then they cried unto the Lord in their 
trouble, and he delivered them out of their distresses. Psa. 
107 : 5, 6. 

52. The Vision from Mount Nebo. — Teaching Material : Deut. 
34: 1-12. Pupils' Reading: Deut. 34: 1-12. Memory 
Text: Review Psa. 107: 1-6. He led them also by a 
straight way, that they might go to a city of habitation. 
Oh, that men would praise the Lord for his lovingkindness, 
and for his wonderful works to the children of men ! Psa. 
107 : 7, 8, 



318 APPENDIX. 

JUNIOR COURSE. 

Second Year in Detail. 

(Grade 5.) 

AIM FOR THE YEAR. 

To present the Ideal of moral heroism ; to reveal the power and 
majesty of Jesus Christ, and to shwow his followers going forth in his 
strength to do his work. 

I. Stories of the Conquest of Canaan. 
Lessons 1 to 8. 

1. Joshua Appointed Leader of Israel. — Teaching xJaterlal: 
Num. 27: 15-23; Josh. 1: 1-18. Pupils' Reading: Josh. 
1 : 1-18. Memory Text : Be strong and of good courage ; be 
not affrighted, neither be thou dismayed : for the Lord thy 
God is with thee whithersoever thou goest. Josh. 1 : 9. 

2. Rahab and the Spies. — Teaching Material : Josh. 2 : 1-24. 
Pupils' Reading : Josh. 2 : 1-24. Memory Text : The right- 
eous shall be had in everlasting remembrance. He shall 
not be afraid of evil tidings. Psa. 112 : 6b, 7a. 

3. The Israelites Crossing the Jordan. — Teaching Material : 

Josh. 3: 1 to 4: 24. Pupils' Reading: Josh. 3: 1-17. 
Memory Text : When thou passest through the waters I will 
be with thee; and through the rivers, they shall not over- 
flow thee. Isa. 43 : 2. 

4. The Siege of Jericho. — Teaching Material : Josh. 5 : 10 to 
6: 27. Pupils' Reading: Josh. 6: 1-27. Memory Text: 
Wherefore take up the whole armor of God, that ye may be 
able to withstand in the evil day, and, having done all, to 
stand. Eph. 6 : 13. 

5. Defeat and Victory at Ai. — Teaching Material : Josh. 7 : 

1 to 8: 28. Pupils' Reading: Josh. 7: 1-26. Memory 
Texts : Stand therefore, having girded your loins with truth, 
and having put on the breastplate of righteousness, and hav- 
ing shod your feet with the preparation of the gospel of 
peace. Eph. 6 : 14, 15, and review verse 13. 

6. Joshua and the Tricky Gibeonites. — Teaching Material : 
Josh. 9 : 1-27. Pupils' Reading : Josh. 9 : 1-27. Memory 
Texts : Withal taking up the shield of faith, wherewith ye 
shall be able to quench all the fiery darts of the evil one. 
Eph. 6 : 16, and review verses 13-15. 

7. Joshua's Battle Against Fi\t: Kings. — Teaching Material : 
Josh. 10 : 1-43. Pupils' Reading : Josh. 10 : 1-27. Memory 
Texts : And take the helmet of salvation, and the sword of 
the Spirit, which is the word of God. Eph. 6: 17, and 
review verses 13-16. 

8. Joshua's Last Address (Review). — Teaching Material: 
Josh. 24 : 1-33. Pupils' Work : Review Lessons 1 to 7. 



GRADED LESSONS. 319 

II. Opening Stories of the New Testament. 
Lessons 9 to 11. 

9. The Birth of John the Baptist Foretold. — Teaching 
Material : Luke 1 : 1-25. Pupils' Reading : Luke 1 : 5-23. 
Memory Text: Yea and thou, child, shalt be called the 
prophet of the Most High. For thou shalt go before the 
face of the Lord to make ready his ways ; To give knowl- 
edge of salvation unto his people in the remission of their 
sins. Luke 1 : 76, 77. 

10. The Birth of Jesus Foretold. — Teaching Material : Luke 
1: 26-56. Pupils' Reading: Luke 1: 46-56. Memory 
Texts : Because of the tender mercy of our God whereby 
the dayspring from on high shall visit us. Luke 1 : 78, and 
review verses 76, 77. 

11. The Birth of John the Baptist. — Teaching Material: 
Luke 1 : 57-80. Pupils' Reading : Luke 1 : 57-80. Memory 
Texts : To shine upon them that sit in darkness and the 
shadow of death : to guide our feet into the way of peace. 
Luke 1 : 79, and review verses 76-78. 

III. Incidents in the Life of the Lord Jesus. 

Lessons 12 to 28. 

12. The Birth of Jesus. — Teaching Material : Luke 2 : 1-21. 
Pupils' Reading: Luke 2: 8-20. Memory Text: And the 
angel said unto them. Be not afraid; for behold, I bring 
you good tidings of great joy which shall be to all the 
people : for there is born to you this day in the city of 
David a Saviour, who is Christ the Lord. Luke 2 : 10, 11. 

13. The Presentation in the Temple. — Teaching Material : 
Luke 2 : 22-38. Pupils' Reading : Luke 2 : 22-32. Memory 
Text : Now lettest thou thy servant depart. Lord, according 
to thy word, in peace ; for mine eyes have seen thy salva- 
tion, which thou hast prepared before the face of all 
peoples. Luke 2 : 29-31. 

14. The Visit of the Wise Men and the Flight into Egypt. — 
Teaching Material : Matt. 2 : 1-18. Pupils' Reading : Matt. 
2: 1-18. Memory Texts: A light for revelation to the 
Gentiles, and the glory of thy people Israel. Luke 2 : 32, 
and review verses 29-31. 

15. The Boyhood of Jesus. — Teaching Material : Matt. 2 : 19- 
23 ; Luke 2 : 40-52 ; Heb. 4 : 14, 15. Pupils' Reading : Matt. 

2 : 19-23 ; Luke 2 : 40-52. Memory Text : The child grew, 
and waxed strong, filled with wisdom, and the grace of 
God was upon him. Luke 2 : 40. 

16. How John Prepared the Way. — Teaching Material : Luke 

3 : 2-22. Pupils' Reading : Luke 3 : 2-22. Memory Text : 
For this is he that was spoken of by Isaiah the prophet, 
saying. The voice of one crying in the wilderness, Make ye 



320 APPENDIX. 

ready the way of the Lord, make his paths straight. Matt, 
3: 3. 

17. Review : Lessons 9 to 16. 

18. The First Followers of Jesus. — Teaching Material : John 
1 : 35-49. Pupils' Reading : John 1 : 35-49. Memory 
Text : Behold, the Lamb of God, that taketh away the sin 
of the world. John 1 : 29. 

19. The Sick Man Forgiven and Healed. — Teaching Material : 
Luke 5 : 17-26. Pupils' Reading : Luke 5 : 17-26. Memory 
Text : The Son of man hath authority on earth to forgive 
sins. Luke 5: 24. 

20. The Friend of the Friendless. — Teaching Material : Luke 
7 : 36-50. Pupils' Reading : Luke 7 : 36-50. Memory Text : 
And he said unto the woman, Thy faith hath saved thee ; 
go in peace. Luke 7 : 50. 

21. A Day in the Life of Jesus. — Teaching Material : Matt. 
14: 13-33; John 6: 1-21. Pupils' Reading: Matt. 14: 
13-33. Memory Text: And the men marvelled, saying. 
What manner of man is this, that even the winds and the 
sea obey him? Matt. 8 : 27. 

22. The Majesty of Jesus. — Teaching Material : Luke 9 : 28- 
43a. Pupils' Reading: Luke 9: 28-43a. Memory Text: 
And a voice came out of the cloud, saying. This is my Son, 
my chosen : hear ye him. Luke 9 : 35. 

23. The Raising of Lazarus. — Teaching Material : Luke 10 : 
38-42 ; John 11 : 1-57. Pupils' Reading : John 11 : 1-44. 
Memory Text : I am the resurrection and the life : he that 
believeth on me, though he die, yet shall he live. John 
11 : 25. 

24. The Triumphal Entry. — Teaching Material : Luke 19 : 
29-40. Pupils' Reading : Luke 19 : 29-40. Memory Text : 
Hosanna ; blessed is he that cometh in the name of the 
Lord. Mark 11: 9. 

25. The Death and Resurrection of Jesus. — Teaching Mate- 
rial : Luke 22 : 47-53, 66-71 ; 23 : 13-25, 33-56 ; 24 : 1-9. 
Pupils' Reading : Luke 23 : 33-43, 50-56 ; 24 : 1-9. Memory 
Text : Worthy is the Lamb that hath been slain to receive 
the power, and riches, and wisdom, and might, and honor, 
and glory, and blessing. Rev. 5 : 12. 

26. The Ascension of Jesus. — Teaching Material : Luke 24 : 
44-53; Acts 1: 1-14. Pupils' Reading: Luke 24: 44-53; 
Acts 1 : 1-14. Memory Text : And he said unto them. Go 
ye into all the world, and preach the gospel to the whole 
creation. Mark 16: 15. 

27. The Place He Has Gone to Prepare. — Teaching Material : 
Rev. 21 : 1 to 22 : 5. Pupils' Reading : Rev. 21 : 1 to 22 : 5. 
Memory Text: He that overcometh shall inherit these 
things ; and I will be his God, and he shall be my son. 
Rev. 21 : 7. 

28. Review.— Lessons 18-27. 



GRADED LESSONS, 321 

IV. Eably Followebs of the Loed Jesus. 
Lessons 29 to 35. 

29. The Coueage of Peter and Joha^— Teaching Material- 
^S^L^'- V ^- ^'^' P"Pi^^' Reading: Acts I: 1-16 4' 
18-23 Memory Text : Now when they beheld the boldness 
of Peter and John, they took knowledge of them, that thev 
had been with Jesus. Acts 4 : 13. 

30. Stephen the First Christian Martyr.— Teaching Mate- 
i^'^li i^^^ 6: 1 to 7: 60. Pupils' Reading: Acts 6: 8-1.5; 
7 : 54-60. Memory Text : And I heard a voice from heaven 
rTv"i4 13*^' ^^^^^^^ ^^^ *^® ^^^^ ^'^^ <ii^ ill the Lord. 

^^" "^^^.J^^^^^^ ^^ Phh^ip.— Teaching Material: Acts 8: 
lb-40 Pupils' Reading : Acts 8 : 5-40. Memory Text • 
Ye shall be my witnesses both in Jerusalem, and in all 
Judaea and Samaria, and unto the uttermost part of the 
earth. Acts 1:8. 

32. Saul Converted on the Way to Damascus.— Teaching Ma- 
terial : Acts 9: 1-2.5. Pupils' Reading: Acts 9: 1-25 
Memory Text: I was not disobedient unto the heavenly 

vision. Acts 26: 19. cavcmor 

33. Saul (Paul) Going to Preach the Gospel.— Teaching 
Material: Acts 13: 1 to 14: 28. Pupils' Reading: Acts 
14: 1-28. Memory Text: I press on toward the goal unto 
the^prize of the high calling of God in Christ Jesus. Phil. 

^^" r«^^i^n^^ o'^'^M JAILER.— Teaching Material : Acts 15 : 30 to 
wA K i?"P'^'^ Reading: Acts 16: 16-40. Memory Text: 
\\ho shall separate us from the love of Christ? shall trib- 
ulation or anguish, or persecution, or famine, or nakedness 
or peril, or sword? . . . Nay, in all these things we are 
more than conquerors through him that loved us. Rom. 8: 
oO, o7. 

35. Review.— Lessons 29-34. 



36. 



V. Later Followers of the Lord Jesus. 

Lessons 36 to 43. 

A Cobbler AND a Map of the World.— (TFi7Zmm Carey 
started to India, 1793.) Biblical Material: Isa 54-2 3 
Memory Text: Rev. 7:9. . ^. ^, o. 

37. Making the First Chinese Bible.— (i2oZ>erf Morrison 
landed in China, 1807.) Biblical Material: Neh. 8 : 5 6 8 
Memory Text : Rev. 7 : 10. * 

38. In A Burmese Prison.— (Acfo/iiram Judson reached Bur- 
mah 1812. ) Biblical Material : 2 Cor. 11 : 23-28. Memory 

J.cXt . xvCV. i \ llj 1^. 

22 



322 APPEXDIX. 

39. The Man Who Kept His Word. — {David Livingstone 
reached Africa, 1841.) Biblical Material: Psalm 121. 
Memory Text : Rev. 7 : 13. 

40. The Digging of the Well at Aniwa. — {John G. Paton 
went to the New Hebrides, 1858. ) Biblical Material : Joha 
4 : 5-15. Memory Text : Rev. 7 : 14. 

41. A Pioneer Home Missionary (to be selected). — Biblical 
Material : Amos 7 : 10-15. Memory Text : Rev. 7 : 15. 

42. A Foreign Missionary (to be selected). — Biblical Material : 
Matt. 28 : 18-20 ; Acts 1:8; Acts 13 : 1-3. Memory Text : 
Rev. 7: 16. 

43. Review. — Lessons 36 to 42, Memory Texts : Rev. 7 : 17, and 
review verses 9-16. 

VI. Stories of the Judges. 

Lessons 44 to 52. 

44. Deborah and Barak Defeat Sisera. — Teaching Material : 
Judges 4 : 1 to 5 : 31. Pupils' Reading : Judges 4 : 1-22. 
Memory Text : The battle is not yours, but God's. 2 Chron. 
20: 15. 

45. The Call of Gideon. — Teaching Material : Judges 6 : 1-40. 
Pupils' Reading: Judges 6: 1-40. Memory Text: If God 
is for us, who is against us? Rom. 8: 31. 

46. Gideon's Victory with Trumpets, Pitchers, and Torches. 
— Teaching Material : Judges 7 : 1-25. Pupils' Reading : 
Judges 7 : 1-25. Memory Text : And five of you shall chase 
a hundred, and a hundred of you shall chase ten thousand, 
and your enemies shall fall before you by the sword. Lev. 
26:8. 

47. The Story of Ruth. — Teaching Material : Ruth 1 : 1 to 
4: 17. Pupils' Reading: Ruth 2: 1-2.3. Memory Text: 
But now abideth faith, hope, love, these three ; and the 
greatest of these is love. 1 Cor. 13 : 13. 

48. A Strong Man With a Weak Will (Temperance Lesson). 
— Teaching Material : Judges 13 : 1 to 15 : 8. Pupils' Read- 
ing: Judges 14: 1-18. Memory Text: Prove all things; 
hold fast that which is good ; abstain from every form of 
evil. 1 Thess. 5 : 21, 22. 

49. The Death of Samson. — Teaching Material : Judges 15 : 9 
to 16: 31. Pupils' Reading: Judges 16: 4-31. Memory 
Text: My son, if sinners entice thee, consent thou not. 
Prov. 1 : 10. 

50. The Boy Samuel. — Teaching Material: 1 Sam. 1: 1-28; 
2: 12-26; 3: 1-21. Pupils' Reading: 1 Sam. 3: 1-2L 
Memory Texts : My son, hear the instruction of thy father 
and forsake not the law of thy mother ; for they shall be a 
chaplet of grace unto thy head, and chains about thy neck. 
Prov. 1 : 8, 9, and review verse 10. 



GRADED LESSONS. 323 

51. The En-d of Eli's House (Temperance Lesson.) — Teach- 
ing Material : 1 Sam. 4 : 1 to 7 : 2. Pupils' Reading : 1 Sam. 
4 : 1-18 ; 7 : 1, 2. Memory Text : Be not deceived ; God is 
not mocked: for whatsoever a man soweth, that shall he 
also reap. Gal. 6 : 7. 

52. Review. — Lessons 44 to 51. Memory Text : Rev. 7 : 11, 12. 



JUNIOR COURSE. 

Thibd Tear in Detail. 
(Grade 6.) 

AIM FOR THE TEAR. 

To deepen, the sense of responsibility for right choices ; to show the 
consequences of right and wrong choices ; to strengthen love of the 
right and hatred of the wrong. 

I. The United Kingdom : The First Three Kings of Israel. 

Lessons 1 t© 18. 

1. Saul Chosen King.— Teaching Material: 1 Sam. 8: 1 to 
10: 27. Pupils' Reading: 1 Sam. 8: 1-10; 10: 17-27. 
Memory Text: Trust in Jehovah with all thy heart, and 
lean not upon thine own understanding: in all thy ways 
acknowledge him, and he will direct thy paths. Prov. 3: 
5, 6. 

2. Saul Winning and Losing a Kingdom. — Teaching Mate- 
rial : 1 Sam. 11: 1-13; 15: 1-35. Pupils' Reading: 1 Sam. 
11 : 1-13 ; 15 : 1-9. Memory Texts : Be not wise in thine 
own eyes : fear Jehovah, and depart from evil. Prov. 3:7; 
review Prov. 3 : 5, 6. 

3. David Called to a Kingdom. — Teaching Material : 1 Sam. 
16: 1-2.3. Pupils' Reading: 1 Sam. 16: 1-23. Memory 
Text : I have found David the son of Jesse, a man after my 
heart, who shall do all my will. Acts 13 : 22. 

4. David and Goliath.— Teaching Material : 1 Sam. 17 : 1-58. 
Pupils' Reading : 1 Sam. 17 : 1-58. Memory Text : Jehovah 
is my light and my salvation ; whom shall I fear? Jehovah 
is the strength of my life; of whom shall I be afraid? 
Psa. 27: 1. 

5. David Loved by Jonathan and Hated by Saul. — Teaching 
Material : 1 Sam. 18 : 1 to 19 : 22. Pupils' Reading : 1 Sam. 
18 : 1-16 ; 19 : 1-12. Memory Text : When evil-doers came 
upon me to eat up my flesh, even mine adversaries and my 
foes, they stumbled and fell. Psa. 27 : 2. 



324 APPENDIX. 

6. David attd Saul in the Cave. — Teaching Material : 1 Sam. 
24: 1-22. Pupils' Reading: 1 Sam. 24: 1-22. Memory 
Text : Though a host should encamp against me, my heart 
shall not fear : though war should rise against me, even 
then will I be confident. Psa. 27 : 3. 

7. David Chasing the Amalekites. — Teaching Material : 1 
Sam. 28 : 1, 2 ; 29 : 1 to 30 : 31. Pupils' Reading : 1 Sam. 
30 : 1-26. Memory Text : One thing have I asked of Jeho- 
vah, that will I seek after ; that I may dwell in the house 
of Jehovah all the days of my life, to behold the beauty of 
Jehovah, and to inquire in his temple. Psa. 27 : 4. 

8. The Death of Saul and Jonathan. — Teaching Material : 

1 Sam. 31 : 1 to 2 Sam. 1 : 27. Pupils' Reading : 1 Sam. 
31 : 1 to 2 Sam. 1 : 27. Memory Text : Review Psa. 27 : 1-4. 

9. David Capturing Zion and Bringing Up the Akk. — Teach- 
ing Material: 2 Sam. 5: 1-12; 6: 1-19; Psa. 24: 1-10. 
Pupils' Reading: 2 Sam. 6: 1-19; Psa. 24: 1-6. Memory 
Text: Lift up your heads, O ye gates; and be ye lifted up, 
ye everlasting doors: and the King of glory will come in. 
Who is the King of Glory? Jehovah strong and mighty, 
Jehovah mighty in battle. Psa. 24 : 7, 8. 

10. Nathan's Parable of the Pet Lamb. — Teaching Material : 

2 Sam. 11: 1 to 12: 23; Psa. 51: 1-19. Pupils' Reading: 
2 Sam. 12: 1-10; Psa. 51: 1-4, 7-17. Memory Text: 
Create in me a clean heart, O God ; and renew a right spirit 
within me. Psa. 51 : 10. 

11. Absalom the Traitor. — Teaching Material : 2 Sam. 14 : 25, 
26 ; 15 : 1-37 ; 17 : 1 to 18 : 33. Pupils' Reading : 2 Sam. 
15 : 1-6 ; 18 : 9-33. Memory Text : Be not deceived ; God 
is not mocked : for whatsoever a man soweth, that shall he 
also reap. Gal. 6 : 7. 

12. Review. — Teacher's Theme: Jesus the Son of David. 
Teaching Material : Isaiah 9 : 6, 7 ; Luke 1 : 32, 33 ; Acta 
13 : 22, 23. Memory Text : There is born to you this day in 
the city of David a Saviour, who is Christ the Lord. Luke 
2: 11. 

13. David Makes Solomon King. — Teaching Material : 1 Kings 
1 : 5 to 2 : 4 ; 1 Chron. 28 : 1-10. Pupils' Reading : 1 Kings 
1 : 32 to 2 : 4. Memory Text : And thou, Solomon my son, 
know thou the God of thy father, and serve him with a per- 
fect heart and with a willing mind. 1 Chron. 28 : 9. 

14. Solomon's Wise Choice. — Teaching Material : 1 Kings 3 : 
1-15; Prov. 1:1; 8: 1-36. Pupils' Reading: 1 Kings 3: 
4-15 ; Prov. 8 : 32-36. Memory Text : The fear of Jehovah 
is the beginning of wisdom ; and the knowledge of the Holy 
One is understanding. Prov. 9: 10. 

15. Solomon Builds the Temple. — Teaching Material : 1 Kings 
5 : 1 to 6 : 14. Pupils' Reading : 1 Kings 5 : 1-12 ; 6 : 11-14. 
Memory Text : Behold, I am about to build a house for the 
name of Jehovah my God, to dedicate it to him. 2 Chron. 
2: 4. 



GRADED LESSONS. 325 

16. The Temple Dedicated. — Teaching Material: 1 Kings 7: 
51 to 8: 66. Pupils' Reading: 1 Kings 7: 51 to 8 : 11. 
Memory Text: Ascribe unto Jehovah the glory due unto 
his name : Bring an offering, and come into his courts. Oh 
worship Jehovah in the beauty of holiness (mg.). Psa. 96: 
8,9. 

17. The Visit of the Queen of Sheba. — Teaching Material : 1 
Kings 9 : 26 to 10 : 29. Pupils' Reading : 1 Kings 10 : 1-23. 
Memory Text: Consider the lilies of the field, how they 
grow ; they toil not, neither do they spin : yet I say unto 
you, that even Solomon in all his glory was not arrayed like 
one of these. Matt. 6 : 28, 29. 

18. Why the Kingdom Was Divided. — Teaching Material : 1 
Kings 11 : 1-43. Pupils' Reading : 1 Kings 11 : 4-13, 26-31. 
Memory Text : Seek ye first his kingdom, and his righteous- 
ness : and all these things shall be added unto you. Matt. 
6: 33. 

II. The Divided Kingdom. 
Lessons 19 to 35. 

19. Rehoboam and His Rival Jeroboam. — Teaching Material: 
1 Kings 12: 1-33. Pupils' Reading: 1 Kings 12: 1-24. 
Memory Text: A soft answer turneth away wrath; but a 
grievous word stirreth up anger. Prov. 15 : 1. 

20. King Ahab and the Prophet Elijah. — Teaching Material : 
1 Kings 16: 23 to 17: 24. Pupils' Reading: 1 Kings 17: 
1-24. Memory Text: God is our refuge and strength, a 
very present help in trouble. Psa. 46 : 1. 

21. The Contest on Mount Carmel. — Teaching Material: 1 
Kings 18: 1-46. Pupils' Reading: 1 Kings 18: 1-39. 
Memory Text: How long go ye limping between the two 
sides? if Jehovah be God, follow him; but if Baal, then 
follow him. 1 Kings 18: 21. 

22. Elijah at Horeb. — Teaching Material: 1 Kings 19: 1-21. 
Pupils' Reading : 1 Kings 19 : 1-21. Memory Text : Not by 
might, nor by power, but by my Spirit, saith Jehovah of 
hosts. Zech. 4 : 6. 

23. One Prophet Against Four Hundred. — Teaching Material : 
1 Kings: 22: 1-18, 26-37. Pupils' Reading: 1 Kings 22: 
1-18, 26-37. Memory Text: The lip of truth shall be 
established for ever ; but a lying tongue is but for a moment 
Prov. 12: 19. 

24. Review. 

25. Elisha Begins His Work. — Teaching Material: 1 Kings 
19 : 19-21 ; 2 Kings 2 : 1-22. Pupils' Reading : 2 Kings 2 : 
1-22. Memory Text: Let a double portion of thy spirit 
be upon me. 2 Kings 2 : 9. 



326 APPENDIX. 

26. Naaman and Gehazi. — Teaching Material: 2 Kings 5: 
1-27. Pupils' Reading : 2 Kings 5 : 1-27. Memory Text: 
He that covereth his transgressions shall not prosper; but 
whoso confesseth and forsaketh them shall obtain mercy. 
Prov. 28: 13. 

27. Elisha at Dothan.— Teaching Material ; 2 Kings 6 : 8-23. 
Pupils' Reading: 2 Kings 6: 8-23. Memory Text: And 
he answered, Fear not ; for they that are with us are more 
than they that are with them. 2 Kings 6 : 16. 

28. The Geeat Famine in Samaria. — Teaching Material: 2 
Kings 6 : 24 to 7 : 20. Pupils' Reading : 2 Kings 7 : 1-20. 
Memory Text: The eternal God is thy dwelling-place, and 
underneath are the everlasting arms. Deut. 33 : 27. 

29. Elisha's Last Message. — Teaching Material : 2 Kings 13 : 
14-25. Pupils' Reading: 2 Kings 13: 14-25. Memory 
Text: Whatsoever thy hand findeth to do, do it with thy 
might. Eccl. 9: 10. 

30. The Downfall of the Kingdom of Israel. — Teaching 
Material : 2 Kings 17 : 1-18 ; Hosea 14 : 1-9. Pupils' Read- 
ing: 2 Kings 17: 1-18; Hosea 14: 1-9. Memory Text: 
O Israel, return unto Jehovah thy God ; for thou hast fallen 
by thine iniquity. Hosea 14: 1. 

31. Hezekiah Rebels Against Sennacherib. — Teaching Mate- 
rial : 2 Kings 18: 1-8, 13-21, 36; 19: 1, 2, 6, 7, 32-36. 
Pupils' Reading: 2 Kings 18: 13-21, 36; 19: 2, 32-36. 
Memory Text: The nations raged, the kingdoms were 
moved : he uttered his voice, the earth melted. Jehovah 
of hosts is with us ; the God of Jacob is our refuge. Psa. 
46: 6, 7. 

32. JosiAH Walks in David's Ways. — Teaching Material: 2 
Kings 22: 1-20; 23: 1-3, 25. Pupils' Reading: 2 Kings 
22: 1-20; 23: 1-3, 25. Memory Text: Let the wicked 
forsake his way, and the unrighteous man his thoughts ; and 
let him return unto Jehovah, and he will have mercy upon 
him; and to our God, for he will abundantly pardon. 
Isa. 55 : 7. 

83. Jehoiakim Burns the Prophet's Message. — Teaching 
Material : Jer. 36 : 1-32. Pupils' Reading : Jer. 36 : 11-32. 
Memory Text : The grass withereth, the flower f adeth ; but 
the word of our God shall stand forever. Isa. 40 : 8. 

84. Jerusalem Taken by Nebuchadnezzar. — Teaching Mate- 
rial : 2 Kings 25: 1-30; Jer. 39: 1-18; Lam. 1: 1-6. 
Pupils' Reading : 2 Kings 25 : 1-12 ; Lam. 1 : 1-6. Memory 
Text : Take heed unto yourselves, lest ye forget the covenant 
of Jehovah your God, which he made with you. Deut. 4 : 23. 

35. Review. 



GRADED LE^SSONS. 327 

III. Responsibility for One's Self, Neighbor and Country. 

Lessons 36 to 39. 

(Temperance Lessons.) 

36. Exercising Self-Control. — Teaching Material: 1 Cor. 9: 
24-27. Pupils' Reading : 1 Cor. 9 : 24-27. Memory Text : 
Every man that striveth in the games exerciseth self-control 
in all things. Now they do it to receive a corruptible 
crown ; but we an incorruptible. I Cor. 9 : 25. 

37. Banded Together for the Right. — Teaching Material : 2 
Kings 10: 15-17; Jer. 35: 1-19; Eccl. 4: 9-12. Pupils' 
Reading : Jer. 35 : 1-19. Memoi*y Text : If a man prevail 
against him that is alone, two shall withstand him ; and a 
threefold cord is not quickly broken. Eccl. 4 : 12. 

38. Courage to Do the RiGHT.^Teaching Material : Dan. 1 : 
1-21. Pupils' Reading: Dan. 1: 1-21. Memory Text: 
Watch ye, stand fast in the faith, quit you like men, be 
strong. 1 Cor. IG : 1.3. 

39. Signs of Progress in Our Country.— Teaching Material: 
Deut. 8 : 7-20. Pupils' Reading : Deut. 8 : 7-20. Memory 
Text: Righteousness exalteth a nation; but sin is a re- 
proach to any people. Prov. 14 : 34. 

IV. The Exile and the Return. 

Lessons 40 to 48. 

40. The Fiery Furnace. — Teaching Material: Dan. 3: 1-30. 
Pupils' Reading: Dan. 3: 1-30. Memory Text: Oh come, 
let us sing unto Jehovah ; let us make a joyful noise to the 
rock of our salvation. Let us come before his presence with 
thanksgiving; let us make a joyful noise unto him with 
psalms. Psa. 95 : 1, 2. 

41. Belshazzar's Feast. — Teaching Material: Dan. 5: 1-30. 
Pupils' Reading : Dan. 5 : 1-30. Memory Texts : For 
Jehovah is a great God, and a great King above all gods. 
In his hand are the deep places of the earth; the heights 
of the mountains are his also. The sea is his, and he made 
it; and his hands formed the dry land. Psa. 95: 3-5. 
Review verses 1, 2. 

42. Daniel Deli\-ered from the Lions' Den. — Teaching Mate- 
rial : Dan. 6: 1-28. Pupils' Reading: Dan. 6: 1-28. 
Memory Texts : Oh come, let us worship and bow down ; 
let us kneel before Jehovah our Maker : for he is our God, 
and we are the people of his pasture, and the sheep of his 
hand. Psa. 95 : 6, 7. Review verses 1-5. 

43. The Return from the Exile. — Teaching Material: Ezra 
1: 1-11; Isa. 40: 1-11: Psa. 126: 1-6. Pupils' Reading: 
Ezra 1 : 1-11 ; Psa. 126: 1-6. Memory Text: Jehovah hath 
done great things foi us ; whereof we are glad. Psa. 12'6 : 3. 



328 APPENDIX. 

44. Rebuilding the Temple. — Teaching Material : Haggai 1 : 1 
to 2 : 9 ; Ezra 5 : 1, 2 ; 6 : 14, 15. Pupils' Reading : Hag- 
gai 1 : 1 to 2 : 9. Memory Text : Make a joyful noise unto 
Jehovah, all ye lands. Serve Jehovah with gladness : come 
before his presence with singing. Psa. 100 : 1, 2. 

45. Nehemiah Visits Jerusalem. — Teaching Material: Neh. 
1 : 1 to 2 : 16. Pupils' Reading : Neh. 1 : 1 to 2 : 16. Memory 
Texts : Know ye that Jehovah, he is God : it is he that hatb 
made us, and we are his ; we are his people, and the sheep 
of his pasture. Psa. 100 : 3. Review verses 1, 2. 

46. Nehemiah Builds the Wall.— Teaching Material: Neh. 
2 : 17 to 4 : 23 ; 6 : 15, 16. Pupils' Reading : Neh. 4 : 1-23. 
Memory Texts : Enter into his gates with thanksgiving, and 
into his courts with praise : give thanks unto him, and bless 
his name. Psa. 100 : 4. Review verses 1-3. 

47. Ezra Teaches the Law. — Teaching Material: Neh. 8: 
1-18 ; Psa. 119 : 97-104 ; 19 : 7-14. Pupils' Reading : Neh. 
8: 18; Psa. 19: 7-14. Memory Texts: For Jehovah is 
good ; his lovingkindness endureth for ever, and his faith- 
fulness unto all generations. Psa. 100: 5. Review verses 
1-4. 

48. Review. 

V. Introduction to New Testament Times. 

Lessons 49 to 52. 

49. The Jewish Martyrs, I. — Teaching Material: Heb. 11: 
13-40 (compare 1 Maccabees 1: 1 to 2: 70). Pupils' Read- 
ing: Heb. 11: 13-40. Memory Text: Therefore let us 
also, seeing we are compassed about with so great a cloud 
of witnesses, lay aside every weight, and the sin which dotb 
so easily beset us, and let us run with patience the race that 
is set before us. Heb. 12 : 1. 

50. The Jewish Martyrs, II. — Teaching Material: Heb. 11: 
32-40; John 10: 22, 23 (compare 1 Maccabees 3: 1 to 4: 
61). Pupils' Reading: Heb. 11: 32-40; John 10: 22, 23. 
Memory Text : Looking unto Jesus the author and perfecter 
of our faith. Heb. 12 : 2. Review verse 1. 

51. The Land Where Jesus Lived. — Teaching Material : Luke 
3: 1, 2; Deut. 11: 10-12. Pupils' Reading: Deut. 11: 
10-12. Memory Text: I will multiply thy seed as the 
stars of heaven, and will give unto thy seed all these lands ; 
and in thy seed shall all the nations of the earth be blessed. 
Gen. 26 : 4. 

52. The Temple of Herod.— Teaching Material : John 2: 13-21. 
Pupils' Reading: John 2: 13-21. Memory Text: My house 
shall be called a house of prayer for all peoples. Isa. 56 : 7. 



GRADED LESSONS. 329 

GRADED SERIES: INTERMEDIATE COURSE. 

(Approximate ages of pupils: Thirteen to sixteen years.) 

Aim of the Course. 

1. To influence all the youth, who have not previously made 
the decision, to accept and confess Jesus Christ as a personal 
Saviour. 

2. To lead to the practical recognition of the duty and 
responsibility of personal Christian living, and to organize the 
conflicting impulses of life so as to develop habits of Christiaa 
service. 



OUTLINE OF THE MATERIAL. 
FissT Year. 

I. Leaders of Israel — Biographical Studies in the Old 
Testament, with the Geographical and Historical 
Background. Lessons 1 to 39. 
II. Religious Leaders in North American History. Lessons 

40 to 48. 
III. Temperance Leaders in North American History. Les- 
sons 49 lo 52. 

Second Year. 

Biographical Studies. 

I. Introductory: Jesus the Leader of Men. Lessons 1 to 5. 
II. Companions of Jesus. Lessons 6 to 21. 

III. Early Christian Leaders, j I^^''°"« ^2 to 42. 

( Lessons 22 to 31. 
jy 5 John the Baptist. Lessons 43 to 52. 

I Later Christian Leaders. Lessons 32 to 39. 
V. Alexander Mackay — A Modern Missionary Leadeh. 
Lessons 40 to 52. 

Proposed Third Year. 

I. The Life of the Man Christ Jesus. Lessons 1 to 39. 
II. The Life of John G. Baton. Lessons 40 to 52. 

Proposed Fourth Year. 
Studies in Christian Living. 

I. The Text-Book of the Christian Lifej— the Bible: 
(a) As A Book; (&) As Literature; (c) As the 
Guide of Faith and Life. 
II. Some Fundamental Principles of the Christian Life. 
III. The Organization of the Christian Life — the Chubch. 



330 APPENDIX. 

FiBST Yeae in Detail. 
(Grade 8.) 

I. Biographical Studies in the Old Testament. 
Lessons 1 to 39. 

FIRST QUARTER. 

Memory Scripture for the First Quarter : Psalm 19. 

1. The Land Where Hebrew History Began. — Biblical Mate- 
rial : Gen. 2: 10-15; 10: 10, 11; 11: 1-9, 31, 32. (A pre- 
liminary geographical and historical study of the Tigris and 
Euphrates regions.) 

2. Abraham, the Hebrew Pioneer. — Biblical Material: Gen. 
11 : 31, 32 ; 12 : 1-10 ; 13 : 1-4, 18. 

3. Abraham, the Man with a Vision. — Biblical Material: 
Gen. 13: 14r-17 ; 15: 1-6; Hebrews 11: 8-19. (To show 
how Abraham was faithful to his vision.) 

4. Jacob, the Man Whom God Helped to Conquer Himself.— 
Biblical Material : Gen. 25 : 27-34 ; 28 : 10-22 ; 32 : 24-32. 

5. The Land of the Nile. — Biblical Material : Gen. 41 : 54-57 ; 
42: 1-3; 45: 10-13; 47: 29-31; Ex. 1: 1-14; Isaiah, 
chapter 19. (A geographical and historical study of Egypt 
to furnish a background for subsequent lessons.) 

6. Joseph, the Boy Who Was True to His Trust.— Biblical 
Material : Gen. 37 : 2-4, 12-27 ; 39 : 1-6, 20-23 ; 41 : 33-45. 

7. Joseph, the Man Who Overcame Evil With Good. — 
Biblical Material: Gen. 42: 1-6, 13-17; 44: 18-34; 45: 
1-15. 

8. Moses, the Prince Who Chose Exile. — Biblical Material : 
Ex. 2 : 11-22 ; Acts 7 : 17-29 ; Heb. 11 : 24-27. 

9. Moses, Emancipator and Lawgiver. — Biblical Material : 
Ex. 2: 23-25; 3: 1-22; Acts 7: 30-36; Ex. 12: 21-23, 
2^36 ; Psa. 105 : 23-45. 

10. Joshua, the Steadfast, Who Won the Promised Land. — 
Biblical Material: Ex. 17: 8-16; Num. 13: 1-3, 17-33; 
14 : 5-10 ; Josh. 1:1-9; 3 : 5-17 ; 6 : 1-20 ; 24 : 1, 2, 14, 15, 
29-31 ; Acts 7 : 45 ; Heb. 11 : 30. 

11. The Land of the Hebrews. — Biblical Material : Gen. 14 : 
1-16 ; Ex. 3 : 17 ; Num. 13 : 21-29 ; Deut. 11 : 8-12 ; Judges 
4: 12-16. 

12. Gideon, the Man Whom Responsibility Made Great. — 
Biblical Material : Judges 6 : 1 to 8 : 22. 

13. Review. 

second quarter. 

Memory Scripture for the Second Quarter : Psa. 27. 

14. Ruth, the True-Hearted. — Biblical Material: The Book 
of Ruth. 



GRADED LESSONS. 331 

15. The Times of Saul. — Biblical Material : 1 Sam. 9 : 1 to 
10 : 16 ; chapter 13. 

16. Saul, the Leader Who Lost His Chance. — Biblical Mate- 
rial : 1 Samuel, chapter 11 ; 14 : 47 to 15 : 35 ; chapter 31. 

17 to 22. David, the Max Who Showed Himself Friendly. — 
The aim is to show that David's power to make and to 
retain friends explains his career and his character ; that 
this quality gave him a unique position as warrior, states- 
man, and king, and an abiding influence on the life of his 
nation ; and that his intimate, constant and childlike fellow- 
ship with God was the supreme friendship of his life, exalt- 
ing and directing his actions. 

17. Winning Favor at Court. — Biblical Material : 1 Sam. 16 : 
20-33 ; 18 : 1-7, 14-16 ; 2 Sam. 5 : 1-3. 

18. Loyal to His King and His Comrades. — To his king : Bib- 
lical Material : 1 Sam. 26 : 7-25 : 2 Sam. 2:4-7; 21 : 12-14. 
To his comrades : Biblical Material : 1 Sam. 22 : 1, 2 ; 30 : 
21-25 ; 2 Sam. 19 : 9-11 ; 23 : 13-17. 

19. A Friend as Statesman and King. — Biblical Material : 

1 Sam. 22: 1-5, 20-23; 27: 5^7; 29: 3-11; 30: 26-31; 2 
Sam. 2:4-7; 3 : 31-39 ; 5:1-3; 10 : 2. 

20. Reaping the Rewards of Friendship. — Biblical Material: 

2 Sam. 3 : 36 ; 5:1-3; 15 : 18-30, 32-37 ; 17 : 15-22, 27-29 ; 
18 : 2, 3 ; 19 : 2, 3, 9, 10. 24-43 ; 23 : 15-17 ; 1 Kings 1-8. 

21. The Crowning Friendship. — Biblical Material : 1 Sam. 16 ; 
7, 13 ; 17 : 37, 45-47 ; 23 : 2, 4, 9-12 ; 2 Sam. 2:1; 5 : 12, 
19-25; chapters 6, 7 ; 12: 1-12; chapter 22; 23: 1-7; 
Psalms 23 to 27. 

22. Review. 

23. Solomon, a Man of Affairs. — Biblical Material : 1 Kings 
2 : 36-46 ; 3 : 1-15 ; 4 : 21-34 ; 5 : 1-6, 12-18 ; 6 : 37 ; 9 : 15 
to 10 : 13, 22. 

24. Jeroboam, a Champion Who Forsook the Lord. — Biblical 
Material: 1 Kings 11: 26-40; 12: 1-33; 13: 33, 34. (Con- 
sider Rehoboam incidentally.) 

25. Elijah, the Defender of the Religion of the Lord. — 
Biblical Material : 1 Kings 17 and 18. 

26. Elijah Learning a Better Way. — Biblical Material : 1 
Kings 19 and 21 : 17-29. 

THIRD QUARTER. 

Memory Scripture for the Third Quarter : Psalm 2. 

27. Elisha, THE Man Who Was Ambitious to Be Helpful. — 
Biblical Material : 2 Kings 2 : 1-13 ; 4 : 8-37. 

28. Jonadab, a Man Who Dared to Stand Alone. — Biblical 
Material : 1 Chron. 2 : 55 ; 2 Kings 10 : 15-28 ; Jeremiah 35. 

29. The Two Hebrew Kingdoms Among the Nations. — Biblical 
Material: The Books of Kings (and contemporaneoua 
history). 



332 APPESDIX. 

30. Amos, the Hebdsman Who Became a Peeachee. — Biblical 
Material : Amos 1:1; 7 : 10-17 ; 6 : 1-11. 

31. Hezekiah, the King who Trusted God. — Biblical Material : 
2 Chron. 32 : 1-23 ; Isaiah, chapters 36 and 37. 

32. Isaiah, Prophet and Statesman. — Biblical Material : Isa. 
1 : 1-20 ; chapter 6 ; 7:1-9; 8 : 21 to 9 : 7 ; 39. 

33. Jeremiah, the Man Who Suffered to Save His City. — 
Biblical Material: Jer. 1: 1-19; 39: 1-18; 40: 1-6; 42: 
1-22 ; 43 : 1-7 ; 45 : 1-5 ; 31 : 31-34. 

34. Cyrus, the Liberator of the Jews. — Biblical Material; 
Isa. 44 : 28 ; 45 : 1-4, 13 ; Ezra 1:1-8; 3 : 1-7. 

35. Haggai, the Man Who Roused Zerubbabel and the People 
to Build.— Biblical Material : Ezra 3 : 6-13 ; 4 : 1-5, 11-24 ; 
5:1; Hag. 1: 1-8; 2: 1-4; Zech. 4: 1-10; Ezra 5: 2-5. 
(Present Zechariah as co-laborer with Haggai.) 

36. Nehemiah, the Reform Go^t:rnor of Jerusalem. — Biblical 
Material : Neh. 7 : 73c ; chapters 8 to 10. 

37. Judas, the Jewish Conqueror. — Material: The First 
Book of Maccabees. 

38. John, the Last Prophet of the Old Dispensation. — 
Biblical Material: Matthew 3; Mark 1: 1-12; Luke 3: 
1-22 ; John 1 : 6-8 ; Matt. 11 : 2-14. 

39. Review. 

fourth quarter. 
Memory Scripture for the Fourth Quarter : Luke 1 : 67-79. 

II. Religious Leaders in North America. 
Lessons 40 to 48. 

40 to 48. Heroes of the Faith in America. — (An optional 
list of names may be furnished for use by Canadian editors 
in the Dominion of Canada.) 

40. John Robinson, the Pastor of the Pilgrims : Religious 
Independence. — Biblical Material : Daniel, chapter 6. 

41. Roger Williams, the Champion of Religious Liberty. — 
Biblical Material : Gal. 3 : 23 to 4 : 11. 

42. John Eliot, the Apostle to the Indians : Ministering 
to the Needy. — Biblical Material : Matt. 25 : 31-46. 

43. William Penn, the Peaceful Nation-Builder: Estab- 
lishing Justice and Peace. — Biblical Material : Psa. 37 : 
1-11. 

44. Samuel J. Mills, a Pioneer Missionary Hero. — Biblical 
Material : Acts, chapters 13 and 14. 

45 to 48. (Four Sundays are set apart for a study of representa- 
tive heroes in home and foreign missions, selected by each 
religious body for their own use.) 



GRADED LESSONS. 333 

III. Temperance Leaders in North America. 
Lessons 49 to 52. 

49. John B. Gough : Speaking for Temperance. — Biblical 
Material : 1 Cor. 9 : 19-27. 

50. Neal Dow : Strengthening the Law. — Biblical Material : 
Neb. 13 : 15-22. 

51. Frances E. Willard: Uniting for God, Home and Coun- 
try. — Biblical Material : Judges 5. 

52. Review. 



Second Year in Detail. 
(Approximate age : Fourteen yearg.) 

AIM OF THE LESSONS. 

To present the Ideals of the Christian life, as exemplifled by Jesus 
himself and by leaders whom he inspired, and to secure pledged 
allegiance to his service. 

Biographical Studies for Adolescents. — 'The formabive principle 
of the Graded Lessons is that they shall be adapted both In material 
and in method to the interests and needs of the pupils of the age for 
which each course is intended. This principle determines for the Begin- 
ners and Primary Courses the use of the topical method with no regard 
to chronological sequence, and for the Junior Course the use of con- 
nected narratives abounding in action. By a like necessity the passage 
over the childhood boundary into the early adolescent period at the 
average age of thirteen calls for a new type of lessons which shall make 
t'heir appeal to the new sense of selfheod and the new hunger for a 
satisfying personal ideal. At this age for the first time the ideals of 
life are being formed. Interests are centered in character as well as 
conduct. It is the hero-worship age. Life studies are of utmost 
importance because they appeal to the will through the imagination and 
the feelings and give concreteness to the problems and ideals of life. 
Biographical study is the picturing of a life. As such, it is to be 
distinguished both from historical and from topical studies. The bio- 
graphical lesson is the setting forth of the real man as presented in 
the Scriptural or other material ovailable as our source of information. 
It is not a historical study of the man and his times ; it is" not an 
exposition of certain passages; it is not the study of a truth illus- 
trated by a man. It is impossible to picture a character without the 
historical setting, but the history is simply the background. Moral 
questions are involved in life studies, but the purpose is to present them 
in the concrete as embodied in conduct. Later in life historical and 
doctrinal studies are fundamental, but here the end sought is a religious 
Impulse through the appreciation of personality. 

FIRST QUARTER. 

Memory Scripture for tbe First Quarter : Phil 2 : 5-11, 15-18. 

I. Introductory : Jesus, the Leader of Men. 

Lessons 1 to 5. 

These five lessons are not intended primarily as a biographical study 
of Christ. Their purpose is rather to present the person of Christ as 



334 APPENDIX. 

a new, divine and Inspiring force in the lives of tl^ world's leader^. 
The aim is not to build up a new conception of Christ, but, basing the 
study upon the conception already given, to emphasize the fundamental 
elements of Christ's masterfulness and leadership. An inductive 
biographical study of the Man Christ Jesus is planned for the third year 
Intermediate (age fifteen), thus making the study of tl>e life of Christ 
the culmination of the biographical studies and at the same time bring- 
ing that culminating study at the age when the greatest number of 
conversions may be expected. 

1 Jesus, the New Conqueror of the World. — Biblical Mate- 
rial : Jobn 1 ; Phil. 2 : 3-11. 

2. Jesus Mastering Temptation. — Biblical Material: Matt. 
4 : 1-11 ; Jobn 6 : 15 ; Matt. 26 : 36-46. 

3. Jesus Mastering Others. — Biblical Material: Luke 4: 
14-30 ; John 7 : 40-52 ; Mark 11 : 11, 15^18. 

4. Jesus Triumphing Through Self- Sacrifice. — Biblical 
Material : Mark 8 : 27 to 9 : 1 ; 10 : 32-45 ; 15 : 16-39. 

5. Jesus Inspiring His Followers. — Biblical Material : Acta 
1:6-9; 2 : 1-47. 

II. Companions of Jesus. 
Lessons 6 to 21. 

The relative number of lessons devoted to each of the biographies 
offered is based upon the value of each for character building with the 
pupils at this age, together with a consideration of the amount and 
quality of Scriptural material available under each. 

6. Mary, the Mother of Jesus. — (a) Chosen to be the mother 
of Christ; (ft) praising God for the high honor conferred 
upon her; (c) fleeing to save her child's life; id) training 
the boy Jesus; (e) calling upon her Son to help a friend; 
if) at the foot of the cross ; (fir) a believer in Jesus. Bib- 
lical Material: (a) Luke 1: 26-38; (ft) Luke 1: 46-55; 
(c) Matt. 2: 1-18; (d) Matt. 2: 19-23; Luke 2: 39-52; 
(e) John 2: 1-11; (f) John 19: 25-27; (g) Acts 1: 14. 

7. Peter the Disciple in Training. — Biblical Material : John 
1: 40-42; Luke 5: 1-11; Mark 1: 29-39; 3: 13-19; 5: 
22-24, 35-43 ; 6 : 7-13 ; 8 : 27-34 ; 9:2-9; John 13 : 6-10. 

8. Peter the Disclple Under Fire. — Biblical Material : Mark 
14 : 26-42, 54, 60-72. 

9. Peter the Disciple Restored and Commissioned. — Biblical 
Material : Mark 6:7; Luke 24 : 34 ; 1 Cor. 15 : 5 ; John 
21 : 7-22. 

10. Peter the Apostle as Leader. — Biblical Material : Acts 1 : 
12-22 ; chapters 2 to 5 ; 9 : 32-43 ; 10 : 1-11, 18. 

11. Peter the Apostle as Fellow Worker, — Biblical Material : 
Acts 8 : 14-24 ; 12 : 1-19 ; 15 : 6-11 ; Gal. 2 : 11-16 ; 1 Cor. 
1 : 12 ; 3 : 22 ; 9:5; 1 Peter. 

12. The Influence of Peter's Life. — (a) As fellow disciple; 
(6) as preacher and leader; (c) as historian. Biblical 
Materia] given in connection with Lessons 7 and 11. 

13. Review. 



GRADED LESSONS. 335 

SECOND QtrAETEE. 

Memory Scripture for the Second Quarter : 1 Corinthians 13. 

14. John, the Son of Thunder. — (a) A beginner; (6) leaves 
home; (c) chosen and surnamed; {d) makes good his 
surname; (e) ambitious. Biblical Material : (a) John 1- 
35-39; (5) Mark 1: 19,20; (c) Mark 3 : 17 ; (d) Mark 9: 
38-40; Luke 9: 51-56; (e) Mark 10: 32-45. 

15. John, the Beloved Disciple. — (a) Jesus' love for John; 
(&) the trust; (c) John at the tomb; (d) by the sea. 
Biblical Material: (a) John 13: 23-26; (&) John 19: 25-27; 
(c) John 20: 2-10; (d) John 21. 

16. John, the Apostle and Writes. — (a) Why John wrote; 
(&) John's work in Asia. Biblical Material : (a) John 19: 
35 ; 21 : 24 ; 1 John 1:1-4; Revelation, chapters 1, 2 and 3 ; 
Acts, chapters 3 to 5 ; Gal. 2 : 9. 

17. Andrew, Who Brought Men to Jesus. — (a) Brings Peter; 
(&) Brings a boy; (c) brings the Greeks. Biblical Mate- 
rial: (a) John 1: 40-42; (&) John 6 : 8, 9 ; (c) John 12: 
20-22. ' V / 

18. NicoDEMus, A Seeker After Truth. — (a) A timid but 
earnest seeker; (h) coming into the light; (c) a firm be- 
liever, not ashamed to confess his faith. Biblical Material • 
(a) John 3 : 1-15 ; (&) John 7 : 45-52 ; (c) John 19 : 38-42^ 

19. Thomas, the Doubter, Who Became a Firm Believer. 

(a) Called to be an apostle; (&) refuses to forsake Jesus 
in the hour of danger; (c) seeking light; (d) overwhelmed 
by doubt; (e) Thomas the first to acknowledge the deity 
of Jesus. Biblical Material : (a) Luke 6 : 12-16 ; (&) John 
11: 7-16; (c) John 14: 1-7; (d) John 20: 24, 25; (e) 
John 20 : 26-28. 

20. Mary and Martha.— (a) The two sisters; (6) the raising 
of Lazarus; (c) the feast and the anointing. Biblical 
Material: (a) Luke 10: 38-42; (&) John 11; (c) John 

21. Mary Magdalene, the Loyal Helper of Jesus.— (a) Min- 
istering to Jesus ; (&) standing by the cross ; (c) a witness 
of the death and the interment; (d) first to see the risen 
Lord. Biblical Material : (a) Luke 8 : 1-3; (&)Johnl9: 
25; (c) Mark 15: 40-47; Luke 23: 55, 56; (d) John 20: 
1-18 ; Mark 16 : 9. 

III. Early Christian Leaders. 

Lessons 22 to 42. 
Lessons 22 to 31, 

22. Stephen, Preacher and Martyr. — (a) Chosen deacon: (&)' 
interpreter of Christ; (c) the first Christian martyr. 
Biblical Material: (a) Acts 6 : 1-6 ; (&) Acts 6: 8-10: 
7 : 44-53 ; (c) Acts 7 : 54 to 8 : 1. 



336 APPENDIX. 

23. Philip, the Evangelist. — (a) Colleague of Stephen; (&) 
pioneer evangelist; (c) host of Paul and Luke. Biblical 
Material: (a) Acts 6:1-6; (&) Acts 8; (c) Acts 21: 7, 8. 

24. Barnabas, the Large-Hearted.— (a) Consecrating his 
money; (&) befriending Paul; (c) taking charge of the 
work in Antioch ; (d) companion of Paul ; (e) the secret of 
his goodness. Biblical Material: (a) Acts 4: 36, 37; 
(ft) Acts 9: 26, 27; (c) Acts 11: 19-23; (d) Acts 11: 
25-27; 12: 25; chapters 13 to 15; (e) Acts 11: 24. 

25. John Mark, the Gospel Writer. — (a) Early life; (b) com- 
panion of Paul and Barnabas; (c) companion of Peter; 
id) gospel writer. Biblical and Other Material: (a) Acts 
12: 12; Mark 14: 51, 52; (5) Acts 12 : 25 ; 13: 5, 13; 15: 
36-40; Col. 4: 10; Philemon 24; (c) 1 Peter 5: 13; (d) 
Papias and other early authorities. 

26. Review. 

third quarter. 

Note. — Because of the diverse requirements of the Sunday School 
constituency, two courses are given in the Third and Fourth Quarters, 
the one based on a study of Biblical characters and the ottker for fche 
most part on the lives of Later Christian Leaders, and especially on 
that of the missionary leader, Alexander Mackay. 

[The Biblical Series appears first, followed by the series containing 
Extra-Biblical material.] 

Memory Scripture for the Third Quarter : 1 Peter 1 : 3-9 ; 
Rom. 8 : 31-35. 

A. Purely Biblical Series. 

27. Saul, the Pharisee. — (a) Student; (6) Pharisee; (c) 
persecutor. Biblical Material: (a and 6) Acts 22: 3, 28; 
23: 6; 26 : 4, 5 ; Gal. 1: 14; Phil. 3:3-6; (c) Acts 7: 54 
to 8 : 3 ; 26 : 9-11. 

28. Saul, the Disciple — His Conversion. — Biblical Material : 
Acts 9 : 1-30. 

29. The Roman Empire and Christianity. — A geographical 
and historical lesson to furnish a background for a study 
of the work of the Apostles. Biblical Material : Acts 2 : 
5-12. 

30. Paul Braves the Perils of a Foreign Missionary. — [a) 
Called by the Holy Spirit; (&) the successful mission in 
Cyprus ; (c) pushing on into a more distant and dangerous 
field; id) a faithful ministry in Pisidia ; (e) Paul stoned 
atLystra; (f) revisiting the new converts ; (gr) the return 
to the mother church. Biblical Material : (a) Acts 13 : 1-3 ; 
(6) 13: 4-12; (c) 13: 13, 14; id) 13: 15 to 14: 3; (e) 
14: 5-20; if) 14: 21-23; ig) 14: 24-27. 



GRADED LESSONS. 33*^ 

31. Paul Preaches m Jail.- (a) Brief introductory sketch of 
events leading to Paul's entrance into Europe; (Jpaul 
refuses to receive aid from a soothsayer; (c) seized by a 
mob cruelly beaten, and cast into the dungeon { id) a prison 
mightily shaken through prayer and praise; (e) a rough 
jailer converted into a tender, sympathetic Christian; (f) 
Paul asserts his rights as a Roman citizen. Biblical Mate- 
rial: (a) Acts 15: 36 to 16 : 15 ; (&) Acts 16: 16-18; (c) 

t;f ic'ts 16:1t^'^ ^''' '"'- ''' ''-' ''' ^''^ ''■' ''-''-^ 

32. Paul Meets the Philosophers.— (a) Athens, the home of 
philosophy, full of idols; (&) Paul boldly preaches Jesus 
and the resurrection ; (c) Paul's sermon in the Areopagus ; 
id) effects of the sermon. Biblical Material: (a) Acts 

W 17: 32-34: ^^' ^^^ -^'^^ ^^^ ^^' ^^' ^"> ^'^' ^^^1' 

33. Paul AND the Mob at Ephesus.— (a) Beginning of the 
ministry at Ephesus ; (&) a long and successful ministry- 
(c) a mob tries to arrest the spread of Christianity; id) 
Paul not allowed to face the mob. Biblical Material : (a 

fc^TActs 19^30^^^. ^^'^ ''-' ^^^^^ ''' ^^'^ ''-' ''-''•' 

34. Paul Fearlessly Faces DANGER.-(a) Journeying to Jeru- 
salem, though warned of danger; (b) renewed warnings do 

Ti^Wr^.^^'l- ^^^^^^^^ Material: (a) Acts 20: 1^38; 
(0) Acts 21 : 1-15. 

35. Paul IS Mobbed in the Temple.- (a) Paul seeking to allay 

Romans (d) Paul's speech on the stairway. Biblical 
Material: (a) Acts 21: 17-26; (&) Acts 21 • '>7-30 Tc) 
Acts 21 : 31-36 ; (d) Acts 21 : 37 to 22722 ' ^ ^ 

36. Paul Defends Himself Before King Agrh-pa.- (a.) Paul 
brought before Agrippa ; (&) Paul's defense; (c) Paul 

^iV ?.7?V^^ ^^^^- ^'^^'"^^^ Materml : (a) Acts 25 : 
23-27; (&) Acts 26: 1-23; (c) Acts 26: 24^-29 

^^* Rom^'^ f^^T^. '''' the SEA.-(a) Paul sent by ship to 

fuTcrJ \^^1 r'""^ ""^ ^^"^"'' ^'^ ^^^^^« the despair- 
ing crew id) takes command of the ship. Biblical Mate- 

a one but comforted by the presence of his Lord BiEl 
Tto 4:'^1*8"^ ''""• *= ^"^' <*^ 2 ^''"- *= 6-8; (T2 
39. Review. 
23 



338 APPENDIX. 

FOURTH QUARTER. 

Memory Scripture for the Fourth Quarter : John 1 : 1-37. 

40. Paul's Helpers — Aquila and Priscilla. — (a) Making tents 
with Paul in Corinth; (&) seeking a new field for Christian 
work in Ephesus ; (c) teaching an eloquent preacher ; (d) 
housing a Christian church ; (e) risking their lives for Paul. 
Biblical Material: (a) Acts 18: 1-4; (&) Acts 18: 18-21; 
(c) Acts 18 : 24-28 ; (d) 1 Cor. 16 : 19 ; (e) Rom. 16 : 3, 4. 

41. Luke, the Early Historian. — Biblical Material : Acts 16 : 
10-18 ; 20 : 5 to 21 : 19 ; chapters 27 and 28 ; Col. 4 : 14 ; 2 
Tim. 4 : 11 ; Philemon 24 ; Luke 1 : 1-4 ; Aqts 1 : 1, 2. 

42. Paul's Helpers — Timothy. — Biblical Material: Acts 16: 
1-5; 1 Cor. 4: 17; 16 : 10, 11 ; 1 Thess. 1:1; 3 : 2-8 ; 
Paul's letters to Timothy. 

IV. John the Baptist. 

Lessons 43 to 52. 

These lessons on fche Forerunner, valuable in themselves as studies 
«f a heroic life, will also pave the way for the lessons on the Man 
Christ Jesus in the next year. 

43. The Angel's Picture of John. — (a) Born of righteous 
parents; (Z>) John's birth announced to Zacharias in the 
temple; (c) equipment, character and work of John. 
Biblical Material: (a) Luke 1 : 5-7 ; (6) Luke 1: 8-14, 
18-23; (c) Lukel: 15-17. 

44. The Naming of the Child. — (a) Named first by the angel 
Gabriel ; (&) the neighbors and kinsfolk wish to call the boy 
Zacharias; (c) his mother and father name the boy John; 
((Z) the father's expectation. Biblical Material : (a) Luke 
1: 13; (&) Luke 1: 57-59; (c) Luke 1: 60-66; (d) Luke 
1 : 67-79. 

45. John the Baptizer. — (a) John's life in the desert; (&) 
scene of the baptism ; (c) what John required of those who 
sought baptism; (d) many come for baptism, while others 
reject it. Biblical and Other Material: (a) Luke 1: 80; 
(compare Josephus, Life §2; Matt. 3: 4: (&) Mark 1; 

4, 5; John 1 : 28 ; 3 : 23 ; (c) Mark 1 : 4, 5 ; (d) Matt 3: 

5, 6 ; Luke 3 : 7-14 ; 7 : 29, 30. 

46. John's Stirring Message. — (a) Repent and be baptized; 
(&) let baptism be followed by a righteous life; (c) get 
ready for the advent of the Messianic King. Biblical 
Material: (a) Mark 1 : 4; Matt. 3 : 1, 2 ; (&) Luke 3: 7-14 ; 
(c) Matt. 3:2; Luke 3 : 15-17. 

47. John Meets Jesus, Whom He Recognizes as the Messiah. 
— (a) Foretells the coming of a mighty one ; (&) Jesus seeks 
baptism; (c) John proclaims him to be the Saviour. Bib- 
lical Material: (a) Matt. 3 : 11, 12 ; (6) Matt. 3: 13-17; 
Mark 1: ^11; Luke 3: 21, 22; (c) John 1: 29-34. 



GRADED LESSONS. 339 

48. John's Loyalty to Jesus.— (a) Claims nothing for himself 
fp't*/^'?^°'f° ^.^-^^'"^ ^' Saviour; (&) quiets the jealous 
fears of his disciples and exalts Jesus. Biblical Material • 
(a) John 1: 19-37; (&) John 3: 22-30. 

49. John Rebukes a King.— (a) Character and history of 
Herod Antipas; (6) John's courageous rebuke- (c) 
Herod's high regard for John. Biblical and Other Material • 
(fl) Mark 6: 14-29; Luke 13; 31-33; 23: 6-12; (compare 
also Josephus, Antiq. Bk. xvlii, chaps. 5 and 7) ; (6) Matt 
14: .3-5; (c) Mark 6: 14, 20, 25-27. 

50. John a Martyr.— (a) John cast into prison; (6) pursued 
by a woman's hate, he languished in prison; (c) put to 
death by a king who knew that he was innocent of all 
wrong; (d) subject to insult after death. Biblical and 
Other Material r (a) Mark 6: 17; (compare Josephus, 
Wars, Bk. vii, chapter 6) ; Matt. 11 : 2, 3 ; Matt 14- 1-12- 
(6) Mark 6: 17-20; (c) Mark 6: 21-26; (d) Mark 6:' 

51. Tribute of Jesus to John.— (a) The tribute of Jesus to 
John made when John's faith and fame were at low ebb • (&) 
Jesus exalts John above the Old Testament prophets-' (c) 
John the Elijah, spoken of in Mai. 4:5; (d) superior 
privileges of men since the advent of Jesus. Biblical Mate- 

52. Review. 



THIRD quarter. 

Memory Scripture for the Third Quarter : 1 Peter 1:3-9; 
Rom. 8: 31-35. 

B. Series Containing Extra-Bihlical Lessons.- 

27. Saul, the Pharisee.— (a) Student; (&) Pharisee- <r) 

?f' f'o?' .^l^^'^i?^ Material: (a and &) Acts 22: 3. 28: 

to sf b; 26 '9^il ^' ^^' ™^' ^' ^"^' ^""^ ^""^^ ^' ^* 

^^' Act?9 .'^f_^3j^^®^^^^— His Conversion.— Biblical Material : 

^^' Jhe Roman Empire and Christianity.-A geographical 
and historical lesson to furnish a background for a study 
of _^the work of the Apostles. Biblical Material : Acts 2 : 

30. Paul, the Missionary Evangelist.— Biblical Material: 
Acts 11 : 27-30 ; 12 : 25 ; chapters 13 to 25. 

31. Paul Victorious.— Biblical Material : Romans 8: 1 Corin- 
thians 9 ; 2 Cor. 11 : 16 to 13 : 10 ; 2 Timothy 4. 



340 APPENDIX. 

IV. Lateb Christian- Leaders. 
Lessons 32 to 39. 

32. Wtclute, the English Reformer (1324-1384). — Aim: 
To show how the "sword of the Spirit" may be a brave 
man's w^eapon. Outline: (a) Clergyman at Oxford: (&) 
opposes pope's claim of authority over English nation ; (c) 
attacks many abuses of the Church in England; {d) aims 
to achieve reform by translating Bible and circulates it 
through his lay preachers; (e) successfully braves persecu- 
tion because of the aid of powerful friends; (f) sows 
effectively the seed of reformation in England. Biblical 
Material : Amos 7 and 8 ; Eph. 6 : 10-20. 

33. Luther, the German Reformer (1483-1.546). — Aim: To 
show how God can use a leader of men in a time of crisis. 
Outline: (cr) Awakened to serious purpose in youth; (5) 
faithful in school and monastery; (c) inspired while on 
mission to Rome; {d) fearlessly proclaimed his principles; 
(e) on trial at Worms; (/) received aid from powerful 
princes ; («7) his translating, writing and preaching wonder- 
fully effective. Biblical Material : 2 Kings 22 and 23 : 3-13. 

34. Calvin, the French Reformer (1.509-1.565). — Aim: To 
show what a brilliant, consecrated man can do for Christ 
and his kingdom. Outline: {a) Good home ; (&) brilliant 
student : (r) at twenty-six years of age the leading Protest- 
ant theologian; id) providentially led to work in Geneva; 
(e) has genius for organization ; {f) provokes bitter hostil- 
ity but is finally victorious; {g) his influence world-wide. 
Biblical Material : Romans 3 ; Isaiah 6 ; Jer.l : 1-10. 

35. John Wesley, a Great Modern Evangelist (1703-1791). — 
Aim : To show how to put zest into religion and to make it 
practical. Outline: (a) Advantage of a great Christian 
home; (&) tries with aid of others to make the religious 
life of Oxford more vital; (c) fails in mission to Georgia ; 
id) learns joy of conscious communion with God ; proclaims 
it and becomes the leader of a great religious revival ; (e) 
directs the movement ably because of his scholarship, untir- 
ing labors, practical emphasis, good judgment and poise. 
Biblical Material : Acts 2 : 37-47 ; 8 : 4-40. 

36. William Carey, the Pioneer of Modern Missions (1761- 
1834). — Aim: To show the possible achievement of a man 
consecrated to promote the full progress of Christianity. 
Outline: (a) Becomes zealous Christian at age of eighteen ; 
(&) excellent student, especially fond of science, history and 
voyages, learns many languages; (c) keeps school by day, 
cobbles by night, preaches on Sunday ; (d) heart set on mis- 
sions to heathen; (e) goes to India, 1793; {f) bears hard- 
ships and works especially on translation of Bible into 
Bengali; ig) translates Bible into twenty-four Indian lan- 
guages and dialects; {h) instrumental in abolishing suttee. 
Biblical Material : Isa. 6:1-8; 54 : 1-8 ; Matt. 28 : 18-20. 



GRADED LESSONS, 341 

37. The Earl of Shaftesbury, the Friend of Toilers (1801- 
1885). — Aim : To set forth an example of genuine Ctiristian- 
Ity in the life of a modern man. Outline: (a) Promising 
political career renounced in order to devote his time to 
philanthropic reform; (&) life-long efCort to secure legisla- 
tion improving the condition of the poor; (c) reforms con- 
ditions of labor not only by precept but also by example; 
(d) actively identified with Bible Societies, Missionary 
Societies, Y. M. C. A., and kindred organizations; (e) has 
confidence in power of Christianity to achieve needed re- 
form ; (n highly honored by all classes ; (gr) impersonation 
of the philanthropic spirit of nineteenth century (the Chris- 
tian spirit). Biblical Material: Isa. 58: 1-11; 2 Cor. 8: 
1-9. 

38. Florence Nightingale, the Friend of the Sick (1820- 
1910) . — Aim : To set forth an example of genuine Christian- 
ity in the life of a modern woman. Outline: (a) Unselfish 
girlhood; (&) thorough training for service ; (c) the angel 
of Crimea; {d) active with her counsel though practically 
an invalid; (e) modest before great honors; if) world- 
wide influence. Biblical Material: Matt. 25: 31-45; 1 
Tim. 6: 17-19. 

39. Review. 

fourth quaetee. 

Memory Scripture for the Fourth Quarter : John 1 : 1-37. 

V. Alexander Mackay — A Modern Missionary Leader. 
Lessons 40 to 52. 

Engineer, Builder, Printer, Physician, Surgeon and Missionary in 
Uganda, East Africa. 

Thus far in the first and second years of the Intermediate Course 
there have been some instances where more than one lesson has been 
given to the same character. In the first year five lessons were devoted 
to David, and in the worli of this year thus far there have been six 
lessons on Peter and five on Paul. It is now proposed to spend three 
months in the study of one man. The purpose in so doing is the more 
minute analysis of the character under consideration and the more 
definite application of the study to the process of character building in 
the pupil. In the life of a great missionary hero there is an abundance 
of concrete detail for young minds. The Christian life is seen in con- 
nection with actual persons, often in thrilling situations and with the 
exhibition of unbounded personal faith in God. It is intended also that 
a more careful analysis of a single character shall prepare the pupil 
for the nine months' study in the life of Christ which will immediately 
follow in the lessons for the third year Intermediate. 

Material : The material upon which tlkese lessons are based is found 
in "Uganda's White Man of Work," a life of Alexander Mackay, espe- 
cially prepared for Intermediate boys and girls. 

40. Christian Leaders in Every Land. — A lesson in missionary 
geography to show the spread of the Kingdom after the 
time of William Carey. Biblical Material : Isa. 9 : 6, 7 ; 
Matt. 13 ; 31, 32 ; Luke 2 ; 25-32 ; Acts 1 ; 6-8. 



342 APPEXDIX. 

41. The Call fob a Hebo. — Aim: To awaken an appreciatioQ 
of Christ and his teachings by drawing a contrast between 
Christianity and heathenism. Biblical Material : Rom. 1 : 
18-23 ; Gal. 5 : lG-24 ; Matt. 7 : 16-18 ; Acts 17 : 16, 22-34 ; 
Isa. 44 : 9-20. 

42. Mackay's Respo:n"Se. — Aim : To show the value of different 
gifts in Christian service. Biblical Material : Matt. 25 : 
14-30; Eph. 4: 11-16; 1 Corinthians 12. 

43. Mackay Put to the Test. — Aim : To show that being a 
Christian makes one better able to do his work. Biblical 
Material : Phil. 4 : 13 ; 1 Tim. 1 : 12 ; 4 : 8b. 

44. Mackay Begins His Work. — Aim : To show that God gives 
men strength to do unselfish service. Biblical Material : 
2 Cor. 11 : 23-27 ; 12 : 9, 10 ; Nehemiah 2. 

45. Mackay's New Teaching. — Aim : To show some of the 
things involved in becoming a Christian. Biblical Material : 
Luke 5 : 36 ; Eph. 4 : 17-32. 

46. Mackay and the Wizabd. — Aim : To prepare the way for 
a definite appeal to boys and girls for a decision to become 
Christians. Biblical Material : Josh. 24 : 14, 15 ; 1 Kings 
18: 17-21. 

47. Mackay AND THE Mohammedans. — Aim: To show some of 
the ways in which Christians differ from those about them. 
Biblical Material : Matt. 5 : 31, 32, 43-48. 

48. The New Teaching Makes New Men. — Aim : To awaken 
a new and definite purpose or to strengthen an old purpose 
on the part of the pupils to become Christians. Biblical 
Material : Acts 2 : 37-47 ; Acts 19 : 8-20. 

49. IMackay's New Name. — Aim: To show how a Christian 
may serve God in many commonplace wavs. Biblical Mate- 
rial : Matt. 25 : 31-40 ; Acts 27 : 21-26 ; 28 : 7-10. 

50. Three Boy Heroes and One Tyrant. — Aim: To impress 
the importance of loyalty to Christ. Biblical Material : 
Act^ 4 : 1-22. 

51. Sturdy Black Heroes with Courage. — Aim : To show how 
Christians should help each other. Biblical Material : 
Gal. 6:2; Phil. 2 : 25-30 ; 4 : 10-16. 

52. Mackey Lays Down His Tools. — Aim : To show that the 
best investment of life is in service to others under the 
leadership of Jesus Christ. Biblical Material : Matt 16 : 
24, 25; 2 Tim. 4; 5-8; Eev. 3: 12, 13. 



GRADED LEf^SONS. 343 

GRADED SERIES: SENIOR COURSE. 

(Approximate ages : Seventeen to nineteen years.) 

First Year, 
aims for the first year. 

To lead the pupil to see life in proper perspective from the 
Christian point of view, and to aid him in finding his place and 
part in the world's work. 

To lead the pupil, through frank conference on himself, his 
limitations and his relations to the Kingdom of God, to a real- 
ization of the claims of Christ as Saviour and Lord, and of his 
service as the true basis of successful living. 



OUTLINE OF THE MATERIAL. 

FiBST Year. 

I. The World as a Field for Christian Service. Lessons 
1 to 26. 
II. The Problems of Youth m Social Life. Lessons 27 to 39. 

III. The Book of Ruth. Lessons 40 to 42. 

IV. The Epistle of James. Lessons 43 to 52. 

Courses for succeeding years are under consideration and 
will be announced later. 



First Year in Detail. 
(Approximate age : Seventeen years.) 

In accordance with the aim of this Course, the lessons are selected 
to meet the special needs of first year Senior pupils. It is presupposed 
that most of the pupils have been in the Sunday School through the 
previous courses, and that the appeals for service and for the adjust- 
ment of personal religion to actual conditions of life will be made on 
this basis. 

For recent recruits and for those who have not openly confessed 
Christ as Saviour, it is urged that the social aspect of these lessons aa 
a point of contact and the outlook on life be utilized to emphasize the 
necessity for personal surrender to Christ as Saviour and Lord. 



344 APPENDIX. 

FIRST QUARTER. 

Bible Readings for the First Quarter: The Training of Moses 

for his Life Work : Exodus 2 : 1 to 4 : 18 ; Acts 7 : 

20-36; Hebrews 11: 23-29. 

I. The World as a Field for Christian Service. 
Lessons 1 to 26. 

A. Opportunity, Inspiration and Challenge of the World Today. 

(Lessons 1 to 7.) 

1. The Kingdom of God on Earth. — (a) The Prophetic 
Vision, (b) Jesus' Ideal of the Kingdom. Biblical Mate- 
rial: (a) Isa. 2:2^; 4: 2-6: Rev. 21: 1-8; 22: 1-5; 
(&) Luke 4: 18-21; 10: 25-28; Matt. 11: 2-6. 

2. The Needs of the World. — Physical, Mental and Spiritual 
Welfare. Biblical Material: Matt. 9: 35-88; Luke 4: 
16-21 ; Mark 6 : 34 ; James 1 : 27 ; Acts 4 : 32-37. 

3. How THE Needs of the World Are Met. — (a) By Personal 
Sacrifice and Principle. (6) By Division of Labor. (c), 
In Modern Life by the Home, Church, Voluntary Agencies, 
Civic Agencies. Biblical Material : Matt. 16 : 21-28 ; Rom. 
12 : 9-21 ; Acts 6:1-6; 2 Tim. 1:3-5; 3 : 14, 15 ; Eph. 4 : 
11-16; Rom. 13: 1-8. 

4. The Standard of Success. — Biblical Material : Matt. 6 : 
19-34 ; Prov. 3 : 13-20 ; Luke 12 : 13-21. 

5. The Challenge to the Individual. — Biblical Material: 
Gen. 12: 1-3; Deut. 31: 23; Josh. 1: 1-9; Matt. 4: 19; 
5: 13-16. 

6. The Kingdom and the World's Work. — Biblical Material : 
Eccl. 9 : 10a ; Prov. 22 : 29 ; Matt. 25 : 14-30 ; Gal. 6 : 7-10. 

7. The Significance of Youth, of the Strategic Relation 
OF Youth to Life and the World's Needs. — Biblical Mate- 
rial : Eccl. 11 : 9 to 12 : 1 ; 1 Tim. 4 : 12 ; 1 Kings 3 : 5-15 ; 
12 : 1-11 ; Daniel 1. 

B. Preparation of the Individual to Meet the Need of the 

World: Physical, Mental and Spiritual Development, 
(Lessons 8 to 10.) 

8. Physical Preparation. — Sound Body, well-trained, with 
Senses developed. Biblical Material : 1 Sam. 16 : 12 ; 17 : 
34-36, 49 ; Psa. 18 : 29-35 ; Isa. 40 : 31 ; 1 Cor. 6 : 12-20. 

9. Intellectual Preparation. — Strong, well-balanced, alert 
Intellect, the ready Servant of the Will ; ability to make 
Distinctions and to express one's self. Biblical Material : 
Ex. 4 : 14-16 ; 1 Kings 4 : 29-34 ; Luke 2 : 52 ; Heb. 5 : 12-14 ; 
1 Tim. 4: 13-15. 

10. Spiritual Preparation. — Biblical Material: Isaiah 6; 
Matt. 3 : 13 to 4 : 11 ; Gal. 1 : 11-17. 



GRADED LESSONS. 

C. Specific Opportunities for Service. 
(Lessons 11 to 15.) 



345 



11. (Boys) Opportunities fob Service Through Industrial 
AUD Agricultural Life.— Biblical Material: Gen 2 • 15 • 
Prov. 27: 23; 1 Kings 19: 19; 2 Chronicles 2; Acts 18 ': 
2, 3; Mark 6:3. 

(Girls) Housekeeping, Cooking and NuBSiNG.—Biblical 
Material : Prov. 31 : 10-31 ; Titus 2 : 4, 5. 

12. ( Boys ) Commercial Life.— Biblical Material : Amos 8 • 4-7 • 
Luke 19: 11-26. 

(Girls) Home-Making and Motherhood.— Biblical Mate- 
rial : Ex. 2 : 1-10 ; Luke 1 : 46-56 ; 2 Tim. 3 : 14-17. 

13. (Boys) Professional Life. — Biblical Material: Jer 22- 
16 ; Amos 5 : 6-15 ; Col. 4 : 14 ; Titus 3 : 13 ; Isa. 10 : 1-4 * 
Deut. 1 : 17. 

(Girls) Teaching and Social Life.— Biblical Material: 
Luke 10 : 38-42 ; John 12 : 1-8. 

second quarter. 

Bible Readings for the Second Quarter : The Training of Paul 

for His Life Work : Acts 22 : 1-21 ; 2 Corinthians 

11 : 22 to 12 : 10 ; Galatians 1 : 11 to 2 : 10. 

14. (Boys) Public Life.— Biblical Material: 1 Sam. 12: 1-5- 
1 Kings 3 : 4-10. 

(Girls) Commercial, Secretarial and Other Occupa- 
"lo!'1c4^"?'lf^^^''^^- -^"^^^^ 4: 4-10; 1 Kings 10 : 

15. Service Through Voluntary and Civic Agencies ; Promo- 
tion of Public Health, Protection, Chh^d Saving.— Bib- 
lical Material : Job 29 ; Matt. 25 : 31-^6. ^^^^^^- ^^^ 

D. Special Opportunities for Service Through the Church 
(Lessons 16 to 21.) 

16. (Boys) Christian Preachers.— Biblical Material : Isa. 6: 
8; Luke 10: 1, 2; Rom. 10: 13-15; 1 Tim 3- 1-7- 2 
Tim. 4:2. «^ . x • , ^ 

^if^^] .Christian Workers and Pastors' Assistants.— 
Biblical Material : Luke 8:1-3; Acts 18 : 24-28 ; Acts 21 • 
8, 9 ; Rom. 16 : 1-6, 12, 13 ; Phil. 4-23 
npn?TV1f ^l^ CHRISTL.N RELiGioN.-Riblical Material: 
Deut. 6:4-9; Ezra 7: 10; Neh. 8 : 1-3 ; Acts 8 : 26-40. 
9Q ]'?'''?T ?.^ Po'^^^ Citizenship.— Biblical Material : Jer. 

Ill tli,fto^'\^-lU "^^^ ^'' '-''' ^''^ ''-' '^''^ 

''■ M=rrrr772r^^^^^^ t^'a^t^ii 



346 APPEXDIX. 

20. MiNiSTEBS OF Healing (Medical Missions). — Biblical 
Material : Matt. 4 : 23 ; 10 : 1-8 ; Acts 3 : 1-10. 

21. Christian Leaders in Every Land (Foreign Missions.) — 
Biblical Material : Matt. 28 : 16-20 ; Acts 8:4-8; 13 : 1-4 ; 
Rom. 10 : 11-15. 

E. Finding One's Place in the World's Work. 
(Lessons 22 to 26.) 

In the lessons that follow, after presentation in the class, 
personal conference between teacher and pupil as intimate 
and candid as passible is most desirable. 

22. Self-Examination. — What am I fitted to do? How can I 
ascertain my special aptitudes and deficiencies? The bear- 
ing of family history ; one's own personal history and 
desires ; experiences in trying different tasks ; the advice 
of intimate and trustworthy friends. Biblical Material : 
1 Cor. 12 : 1-11. 

23. Choosing One's Place. — Considering my own aptitudes and 
deficiencies, in what line of service would I probably be 
most successful? Biblical Material: 1 Cor. 12: 12-31. 

24. Qualifying for Efficiency. — Biblical Material : Luke 2 : 
51, 52 ; Gal. 1 : 11-24 ; 2 Tim. 1 : 6, 7 ; 2 : 15 ; James 1 : 
5-8; 3: 17. 18. 

25. Dedicating One's Leisure. — Biblical Material : 1 Sam. 16 : 
16-23 : Mark 6 : 30-34 ; Acts 18 : 24-26. 

26. Where to Begin : At Home : in the Church ; in the 
Community. — Biblical Material: Eccl. 9 : 10 ; Mark 5: 18- 
20 ; Luke 10 : 3&^2 ; James 1 : 27 ; Mai. 3 : 16, 17. 

THIRD QUARTER. 

II. The Problems of Youth in Social Life. 

Lessons 27 to 39. 

These lessons are in no way intended to be a duplication of the 
Btudles in the fourth year Intermediate, in which the application of 
some fundamental principles of the Christian life is a personal one. 
The treatment of the lessons here given should bring out the social 
aspect of these personal life problems, especially as they are related to 
wrongs in the community that need to be righted and as offering oppor- 
tunities for service. 

Bible Readings for the Third Quarter: The Sermon on the 
Mount. Matthew 5 to 7. 

27. The Social Significance of Youth (Psychology of 
Adolescence in Its Social Outreach.) — Biblical Material: 
Prov. 1 : 7-19 ; Eccl. 11 : 9 to 12 : 1 ; Daniel 1. 

28. Habit and Its Control 0\t:r Life. — Biblical Material : Jer. 
13 : 23 ; Prov. 22 : 6 ; Matt. 7 : 20-27 ; Luke 4 : 16 ; Acts 3 : 1. 



GRADED LESSONS. 347 

29. Honesty and Justice to One's Self. — Biblical Material : 
Prov. 3:7; Psa. 24 : 3, 4 ; Luke 6 : 41, 42 ; Rom. 12 : 3 ; 
James 1 : 22-27 ; 1 Cor. 10 : 12 ; 1 John 1 : 5-10 ; 2:3, 4. 

30. Honesty and Justice to Others. — Biblical Material : Lev. 
19 : 35, 36 ; Deut. 25 : 13-18 ; Amos 8 : 4-14 ; Micah 6:8; 
Matt. 18 : 21-35 ; 1 John 4 : 20, 21. 

31. Truthfulness of Speech. — Biblical Material : Prov. 16 : 
13; Zecb. 8: 16; Psa. 15: 1, 2; 19: 14; Matt 5: 33-37; 
Col. 3 : 9. 

32. Fidelity in One's Daily Task as It Affects the Com- 
munity. — Biblical Material : Prov. 10 : 9 ; Neb. 5 : 14-18 ; 
Luke 16 : 10-13 ; Acts 20 : 34, 35 ; 2 Tbess. 3 : 6-10. 

33. Liquor, Tobacco and Opiates — ^a Social Menace. — Biblical 
Material: Prov. 23: 20, 21, 2^35; Isa. 28: 1-13; 1 Cor. 
10 : 23, 33. 

34. Unclean and Evil Speaking and Profanity. — Biblical 
Material: Ex. 20: 7; Psa. 10: 7, 8; Matt. 12: 35-37; 
Eph. 4 : 29-32 ; 5 : 3-14 ; James 3. 

35. High Ideals of Each Sex Regarding the Other. — (For 
boys and girls in separate classes.) Biblical Material: 
Gen. 1 : 27 ; Genesis 39 ; Prov. 31 : 10-31 ; 1 Cor. 6 : 15-19 ; 
Matt. 5 : 27-32. 

36. The Use and Abuse of Pleasure and Recreation. — Bib- 
lical Material : Eccl. 3 : 1-13 ; Neb. 8 : 9-18 ; Luke 8 : 14 ; 
1 Tim. 5:6; 2 Tim. 3 : 1-5. 

37. Friends and Coaipanions. — Biblical Material : Ruth 1 : 
15-18 ; 1 Sam. 19 : l^ ; 20 : 1-25 ; Prov. 17 : 17 ; Prov. 18 : 
24; John 15: 13-17. 

38. The Attitude Toward Those Younger. — Biblical Material : 
Gen. 44 : 14-34 ; Ex. 2 : 1-10. 

89. For Self or FOB Others? (Review.) 

fourth quarter. 

It is the purpose of the Fourth Quarter to introduce the pupils to a 
study of two short hooks of the Bible as books. The choice of Ruth 
and James is based upon the typical character of these gems of Biblical 
literature. Ruth, a story of primitive times, shows how all the difficul- 
ties and sorrows of life are met by a simple loyalty to truth and duty. 
James, the "Christian Book of Proverbs," is a vigorous and readable 
Epistle upon applied Christianiy. 

Bible Readings for the Fourth Quarter : The Books to be studied. 

III. The Book of Ruth. 

Lessons 40 to 42. 

Before taking up the Lessons which follow, the book should be read 
at a single sitting, as it can be in from fifteen to twenty minutes, ttiat 
is, in such a way as to give broad impressions and an interest in its 
Betting and aim. 

40. Life in the Times of Ruth. — For the point of view of the 
author, see Ruth 1 : 1 and 4 : 7. For manner of life, atmos- 



348 APPENDIX. 

phere and customs, see the following : Agricultural life, 1 
1, 6, 22 ; 2 : 2, 3 ; 3 : 2, 7 ; method of publicity, 1 : 19 ; 2:1 
2:9; gleaning, 2:2; Deut. 24 : 19-22 ; love of offspring 
1 : 11-13 ; 4 : 10-17 ; Psa. 127 : 3-5 ; land tenure, 4 : 4r-6 
Lev. 25: 2-17, 23-28; religious faith, 1: 16, 17; 2: 4 
4 : 11, 14 ; contract, 4:7; customs connected with marriage, 
3:1-9; 4:1-6; Deut. 25 : 5-10. 

41. Ruth, Faithful in Tbial. — Biblical Material : Chapters 1 
and 2. 

42. Ruth, Beloved and Honored. — Biblical Material : Chapters 
3 and 4. 

IV. The Book of James. 

Lessons 43 to 52. 

Before taking up the Lessons which follow, the book should be read 
at a single sitting, as it can be in from twenty to thirty minutes, that 
is, in such a way as to give broad impressions and an interest in Ita 
author and aim. 

43. James, the Author of the Book. — Biblical Material : Matt. 
13 : 55 ; Mark 6:3; Acts 12 : 17 ; Gal. 2:9; Acts 21 : 17-25. 

44. The Character and Purpose of the Book. — Biblical Mate- 
rial : Read the whole book. 

45. How TO Meet Trial and Temptation. — Biblical Material : 
James 1 : 1-18 ; 5 : 7-11, 13-18. 

46. The Control of the Tongue. — Biblical Material : Jamea 
1 : 19-27 ; 3 : 1-12 ; 4 : 11, 12 ; 5 : 12. 

47. Respect of Persons. — Biblical Material : James 2 : 1-13. 

48. Faith and Works. — Biblical Material : James 2 : 14r-26 
1 : 22-25 ; 4 : 17. 

49. Wisdom from Above. — Biblical Material : James 1 : 5-8 
3: 13-18; 4: 1-10. 

50. The Abuse of Wealth. — Biblical Material : James 5 : 1-6 
1 : 9-11 ; 2 : 1-9. 

51. Warnings and Encouragements. — Biblical Material 
James 4 : 1-10, ia-17 ; 5 : 13-20. 

52. Review. 



GRADED LE8S0N8. 349 

GRADED SERIES: ADDITIONAL BIBLICAL LESSONS 
AND A FEW MODIFICATIONS. 

Issued hy the Seventh Letsson Committee — American Section. 

(April 20, 1911.) 

Prof, Ira M. Price, Secretary, The University of Chicago, Chicago, 111. 

At its Semiannual Meeting, December 30, 1910, the International 
Sunday School Lesson Committee, in response to the request of a large 
constituency, appointed a Special Commitfcee, not to revise the Graded 
Lessons, but to prepare Biblical Lessons to run parallel to all the so- 
called extra-Biblical Lessons in the Graded Series, and to make such 
other minor modifications as seemed to it desirable. The Special Com- 
mittee prepared its report, and it was submitted to the entire Lesson 
Committee, and passed upon by correspondence, March 14, 1911. The 
following material presents the few modifications and the Biblical 
Lessons which are to take their places beside the extra-Biblical Lessons 
of the corresponding number in the lists already issued. 



In Introduction, first page, of all the Graded Series, read as 
follows : 

INTRODUCTION. 

I. The Puepose of the Graded Lessons : Etc. 

1. To know God as he has revealed himself to us In nature. In the 
heart of man, in the Holy Scripures, and in Christ. 

Delete all stars (*) throughout the courses standing by so-called 
Nature Lessons. 



Beginners Course : First Year. 

AIM OF THE course. 

To lead the Little Child to God the Father through Christ 

Make the following changes for the Biblical Lessons on page 3, 
under "Themes for the First Year" ; and also throughout the "First 
Year in Detail." 

God's Fatherly Care. 

stories 1 to 7. 

Delete Captions VI and VII ; and change Captions VIII, IX, X and 
XI to VI, VII, VIII and IX. 

Caption V will then include Lessons 20 to 29. 

2. God the Father Making All Things. — Story Material : 
Gen. 1 : 1-28. Verse for the Child : God created the heav- 
ens and the earth. Gen. 1 : 1. 

7. God's Care for E\-erybody and Everything. 



350 APPENDIX. 

26. Jesus Gives Sight to a Poor Blind Matt. — Story Material : 
John 9: 1, 6-11. Verse for the Child: We love, because 
he first loved us. 1 John 4: 19. 

27. Jesus Tells the Story of a Loving Father. — Story Mate- 
rial : Luke 15 : 11-24. Verse for the Child : God is love. 
1 John 4 : 8. 

28. Jesus Brings a Little Girl to Life. — Story Material : Mark 
5: 22-24, 35^t2. Verse for the Child: Jehovah pitieth 
them that fear him. Psa. 103 : 13. 

29. Jesus and the Heavenly Home. — Story Material : John 
14 : 1-3 ; Rev. 21 : 1-4, 21 ; 22 : 1-5. Verse for the Child : 
In my Father's house are many mansions. John 14 : 2. 



Beginners Course: Second Year. 

AIM OF the course. 

To lead the Little Child to God the Father through Christ. 

Make the following changes for the Biblical Lessons on page 3, 
under "Themes for the Second Year" : 

Delete Captions V and VIII ; change V to IV with Stories 14 to 18 
under it ; Caption VI becomes V with Stories 19 to 26 under it ; and 
VII becomes VI with Stories 27 and 28 under it; Caption IX becomes 
VII with the title, "God's Gift of Sunshine and Rain," and with Stories 
29 and .30 under it ; Caption X becomes VIII, XI becomes IX, and 
XII becomes X. 

2. Our Heavenly Father Protecting the Child Jesus. — 
Story Material: Matt. 2: 12-15, 19-23. Verse for the 
Child : He loved us, and sent his Son. 1 John 4 : 10. 

3. Our Heavenly Father Protecting Birds and Animals. — 
Story Material : Psa. 104 : 16-24 ; Joel 2 : 22 ; Matt. 6 : 26 ; 
10 : 29-31. Verse for the Child : Your heavenly Father 
f eedeth them. Matt. 6 : 26. 

14. Joseph Feeds Many Hungry People. — Story Material: 
Gen. 37 : 28, 36 ; 39 : 20 ; 41 : 38-43, 46-49, 55-57 ; 45 : 1-11. 
Verse for the Child: Give us this day our daily bread. 
Matt. 6 : 11. 

15. MosES Leads the People Through the Red Sea. — Story 
Material : Ex. 14 : 10-22. Verse for the Child : God is my 
helper. Psa. 54: 4. 

16. Paul Helping in the Storm at Sea. — Story Material : Acta 
27: ^-44. Verse for the Child: God is my helper. Psa. 
54: 4. 



GRADED LESSONS. 351 

24. Jesus Saving a Helpless Man. — Story Material : Mark 2 : 
1-12 ; Luke 5 : 17-26. Verse for the Child : Thy sins are 
forgiven. Mark 2 : 5. 

25. Jesus and the Hea%^nly Home. — Story Material : John 
14 : 1-3 ; Rev. 21 : 1^, 21 ; 22 : 1-5. 

26. Stories Retold : Stories 22 to 25. 

27. Jesus Praying. — Story Material : Luke 3 : 21, 22 ; Mark 1 : 
35 ; Luke 6 : 12. 13 ; Mark 6 : 41 ; Luke 9 : 28, 29 ; John 
17: 1; Luke 22: 39-46; 23: 34. Verse for the Child: 
Lord, teach us to pray. Luke 11 : 1. 

28. Jesus Teaching How to Pray. — Story Material : Luke 11 : 
1-4 ; Matt. 6 : 9-13 ; Luke 18 : 9-14. 

32. The Boy Jesus as a Helper. — Story Material : Luke 2 : 
40-52 ; Matt 13 : 55, 56 ; Mark 6 : 3. Verse for the Child : 
Children, obey your parents in all things. Col. 3 : 20. 



PRIMARY COURSE. 



AIM OF THE COURSE. 



To lead the child to know God, the Heavenly Father, and to 
awaken within him a desire to live as God's child. 

Primary Course : First Year. 

1. Title, God the Creator. 

2. Title, God the Father. — To Lesson Material add Acts 17 : 
28, 29: Gal. 3: 26, 27; John 8: 42-44. Memory Verse: 
Our Father who art in heaven, Hallowed be thy name. 
Matt. 6:9. 

3. To Lesson Material add Ex. 17: 1-7. Memory Verse: 
Every good gift and every perfect gift is from above. James 
1: 17. 

4. To Lesson Material add Ex. 16 : 4, 5, 13-18 ; Acts 14 : 17. 

5. Memory Verse: Every good gift and every perfect gift is 
from above. James 1 : 17. 

25. Title, God, the Gher of Life on Earth. — To Lesson Mate- 
rial add Gen. 2:7: John 1: 3, 4; 3 : 16 : Acts 17: 28. 
Memory Verse : Thou wilt show me the path of life. Psa. 
16: 11a. 

26. Jesus Rising and Going to the Heavenly Home. 



352 APPENDIX. 

Primary Course : Second Year. 

Make the following changes for Biblical Lessons on page 3, under 
"Themes for the Second Year" : 

Delete Caption X ; IX being extended to include Lessons 31 to 39 ; 
XI, XII and XIII thus become X, XI and XII. 

35. Barnabas and Saul Go Out as Missionaries. — Lesson 
Material : Acts 13 : 1-12. Memory Verse : Go ye into all 
the world, and preach the gospel to the whole creation. 
Mark 16: 15 

36. Paul Stirs Up Antioch. — Lesson Material • Acts 13 : 13-52. 
Memory Verse : We bring you good tidings. Acts 13 : 32. 

37. Paul Cures a Lame Man at Lystra. — Lesson Material : 
Acts 14 : 8-20. Memory Verse : We bring you good tidings. 
Acts 13 : 32. 

38. Paul in Jail at Philippi. — Lesson Material : Acts 16 : 6-40. 
Memory Verse: How shall they hear without a preacher? 
Rom. 10: 14. 

39. Review. — Review the stories of Lessons 35 to 38 in such a 
way as to emphasize the thought of the memory verse of 
Lesson 35. 

47. To Lesson Material add Prov. 23 : 20, 21. 

49. To Lesson Material prefix Gen. 1 : 24, 25. 

50. To Lesson Material add Psa. 107: 23-31. 

51. To Lesson Material prefix Gen. 1 : 14r-18. 

52. Delete Song of Solomon 7 : 13b. 



Junior Course : First Year. 

AIM of the course. 

4. To Present Jesus as Our Saviour and Example, Etc. (and 
So Throughout the Junior Course). 



Junior Course : Second Year. 

V. Other Early Followers of the Lord Jesus. 
Lessons 36-43. 

36. Dorcas, the Friend of the Poor. — Teaching Material : 
Acts 9 : 36-42. Pupils' Reading : Acts 9 : 36^2. Memory 
Text: A worthy woman who can find? For her price is far 
above rubies. Prov. 31 : 10. 



GRADED LESSOXS. 353 

37. CoBXELirs. THE Febst Gextile Cox\'Ert. — Teaching Mate- 
rial : Acts 10 : 1 to 11 : 18. Pupils' Reading : Acts 11 : 1-18. 
Memory Text : Of a truth I perceive that God is no respecter 
of persons. Acts 10 : 34. 

38. OxESiMus. THE CoxTEBTED Slave. — Teaching Material: 
The Epistle to Philemon; Col. 4: 9. Pupils' Reading: 
The Epistle to Philemon : Col. 4 : 9. Memory Text : He 
that was called in the Lord being a bondservant, Is the 
Lord's freedman. 1 Cor. 7 : 22. 

39. Paul's Helpebs — Luke. — Teaching Material : Acts 16 : 10- 
18: 20: 5 to 21: 19: chapters 27 and 28; Col. 4: 14; 2 
Tim. 4: 11: Philemon 24; Luke 1:1-4; Acts 1: 1, 2. 
Pupils' Reading : Luke 1:1-4: Acts 1 : 1. 2 : 16 : 10-18. 
Memory Text : Remember the words of the Lord Jesus, that 
he himself said, It is more blessed to give than to receive. 
Acts 20 : 35. 

40. Paul's Helpees — Aqutla and Priscilla. — Teaching Mate- 
rial : Acts 18 : 1-4. 18-21, 24-28 ; 1 Cor. 16 : 19 ; Rom. 16 : 
3. 4. Pupils' Reading: Acts 18: 1-4, 18-21, 24-28. Mem- 
ory Text : Salute Priscilla and Aquila. my fellow workers 
in Christ Jesus, who for my life laid down their own necks. 
Rom. 16 : 3, 4. 

41. Paul's Helpebs— Timothy.— Teaching Material: Acts 16: 
1-5 ; 1 Cor. 4 : 17 ; 16 : 10. 11 ; 1 Thess. 1:1; 3:2-8; Paul's? 
Letters to Timothy. Pupils' Reading: Acts 16: 1-5; 1 
Thess. 3: 1. 2: 2 Tim. 1: 3-6. Memory Text: From a 
babe thou hast known the sacred writings which are able 
to make thee wise unto salvation. 2 Tim. 3 : 15. 

42. Paul's Helpebs — Titus.— Teaching Material : Gal 2 • 1-3 • 
2 Cor. 2 : 13 : 7 : 6. 7, 13-15 : 8 : 6, 16, 17 ; 12 : 18 ; Paul's 
Letter to Titus. Pupil's Reading : Gal. 2:1-3; Titus 1:4; 
2: 1-8. Memory Text: There is no distinction between 
Jew and Greek : for the same Lord is Lord of all, and is 
rich unto all that call upon him. Rom. 10 : 12. 

43. Review.- Lessons .36 to 42. Memory Text : And they that 
are wise shall shine as the brightness of the firmament; 
and they that turn many to righteousness as the stars for 
ever and ever. Dan. 12 : 3. 



JuxiOE Coubse: Thied Teas. 
39. Title should be. Lessors fbom Israel fob Ottb, Countby. 

49. (Compare from the Apocrypha, 1 Maccabees 1 : 1 to 2: 70.) 

50. (Compare from the Apocrypha, 1 Maccabees 3; 1 to 4: 61.) 

24 



354 APPENDIX. 

Inteemediate Course : First Year. 

Make the following changes for the Biblical Lessons, on page 3, 
•'Outline of the Material. First Year" : 

For Captions II and III read only, "II. Salvation and Service," and 
make same change on page 6. 

37. Malachi, the Messenger of Jehovah. — Material : The 
Book of Malachi. 

II. Salvation and SER\^cE. 

40. Jesus Our Saviour. — Biblical Material : Matt. 1 : 21 ; John 
3 : 16, 17 ; Gal. 3 : 13. 14 ; Rom. 5 : 8, 9 ; 1 Thess. 5 : 9, 10 ; 
Acts 4 : 12 ; 1 Peter 2 : 21-25. 

41. The Holy Spirit.— Biblical Material: John 3:1-8; 16: 
7-15 ; Rom. 5:5; 8 : 14-17, 26 ; Eph. 4 : 30 ; 1 Thessi 5 ; 
19 ; Gal. 5 : 22-26 ; Acts 1 : 8. 

42. Repentance. — Biblical Material : Acts 20 : 21 ; Mark 1 : 
14, 15 ; Luke 5 : 32 ; 13 : 1-5 ; 15 : 10-24 ; 24 : 46, 47 ; Rom. 
2 : 4 ; 2 Cor. 7 : 10. 

43. Faith.— Biblical Material : Acts 20 : 21 ; John 3 : 16-18, 36 ; 
5 : 24 ; Acts 10 : 43 ; 16 : 29-31 ; Rom. 1 : 16, 17 ; 10 : 17 ; 
Mark 16 : 16 ; Gal. 2 : 20 ; 3 : 26 ; James 2 : 26. 

44. Confessing Christ.— Biblical Material: Matt. 10: 32, 33, 
37-39 ; Mark 8 : 34-38 ; Rom. 10 : 8-10 ; John 9 : 17, 24-38 ; 
Mark 5 : 25-34. 

45. Baptism. — Biblical Material: Mark 1: 1-11; Matt. 28: 
18-20 ; Acts 2 : 38, 41 ; 8 : 36-39 ; 16 : 32-34 ; 22 : 16 ; 1 
Peter 3 : 21 ; Rom. 6 : 3-7. 

46. The Lord's Supper. — Biblical Material: Luke 22: 19, 20; 
Acts 2 : 42 ; 20 : 7 ; 1 Cor. 10 : 14-22 ; 11 : 17-34. 

47. Review. 

48. Fellowship in Church Life. — Biblical Material: Acts 2: 
42-47 ; 1 Cor. 12 : 4 to 13 : 13 ; Gal. 6 : 1-10. 

49. The Unity of Christians. — Biblical Material: John 17: 
1-26; Eph. 4: 1-16. 

50. Personal Work in Winning Others to Christ. — Biblical 
Material : John 1 : 35-51 ; Acts 5 : 42 ; 8:4; 20 : 17-21, 31. 

51. Winning the Whole World to Christ. — Biblical Material : 
Luke 24 : 44-47 ; Acts 1:6-9; 17 : 24-31 ; Rom. 15 : 17-21. 

52. Review. 



GRADED LESSONS. 355 

Senior Coubse : First Tear. 
Make the following modifications in this year's material : 

AIMS FOR THE FIRST YEAR. 

Read the second paragraph as follows : To lead the pupil, through 
frank private conference about himself, his limitations and nis relations 
to the Kingdom of God, to a realization of the claims of Christ as Saviour 
and Lord, and of his service as the true basis of successful living. 

1. Add (c) His Church in the World. To Biblical Material 
add (c) Phil. 2: 15, 16. 

3. Instead of (c) read (c) By the Home and the Church, (d) 
By Christian Activities Through Other Agencies Voluntary 
and Civic. 

6. Title should be, The Sons of the Kingdom and the 
World's Work. 

C. should be. C. Specific Opportunities for Christian Service. 

11. (Boys) Opportuxities for Service in Agricultural and 
Industrial Life. 
(Girls) Housekeeping and Related Activities. 

13. (Boys) Professional and Crv'ic Life.— Biblical Material: 
Jer. 22 : 16 ; Amos 5 : 6-15 ; Col. 4 : 14 ; Titus 3 : 13 ; Isa. 
10 : 1-4 ; Deut 1:17; Jer. 29 : 4-7 ; Neh. 13 : 15-22 ; Luke 
3 : 7-14 ; Acts 19 : 35-41 ; 22 : 25-29 ; Rom. 13 : 1-8. 

18. Helpers in the Work of the Church.— Biblical Material : 
Acts 4 : 32-37 ; Rom. 16 : 1-16 ; Phil. 4 : 1-3. 

E. The Christian Finding His Place in the World's Work. 

37. Title should be, Companions and Friends. 



356 APPENDIX. 



IV. SOME IMPORTANT DATES. 



Raikes* first Sunday-schcw)! July, 1780 

William Fox founds Society for promoting Sunday-schools 

Sept. 7, 1785 

American Sunday School Union founded May 25, 1824 

Movement toward Selected or Limited Lessons 1823-1825 

First Sunday-school Normal Class, Joliet, 111 ..1857 

Mr. Vincent's first Uniform Lessons 1866 

B. F. Jacobs dreams of uniformity throughout the nation.. 1867 
Uniform Lesson System launched at Indianapolis. April 18, 1872 

Uniform Lessons adopted in England 1874 

Gospel of Mark studied for a whole year 1882 

Optional Easter and Christmas Lessons introduced 1892 

Optional Primary Course issued for 1896 

Corresponding members promoted to be the British Sec- 
tion of the Lesson Committee 1899 

Optional Whitsuntide Lessons inti'oduced 1900 

Optional Two Years' Course for Beginners authorized by 

Tenth International Convention 1902 

Advanced Course authorized by Eleventh International 

Convention 1905 

Conference of British and American Sections of the Lesson 

Committee in London June 1{>-21, 1907 

The Boston Conference January 2, 3, 1908 

Completely Graded Series authorized by Twelfth Inter- 
national Convention, Louisville June 20, 1908 



GENERAL INDEX. 



Adeney, W. F., member of British Section, 190, 200. 

Adult Sunday-schools, founded by Rev. Thomas Charles, 13; rapid spread of the 

movement, 14, 15. 
Advanced Course, 173-175, 180, 181, 193; Three Years' Advanced Course, 264-269; 

The Ethical Teaching of Jesus, 270-272; The Gospel of John, 273-276; The 

Rise, Growth and Disruption of the Hebrew Kingdom, 276, 277; Peter and 

John, Apostles to Jew and Gentile, 278-283. 
American Institute of Sacred Literature, 160. 
American Sunday School Magazine, 25, 29. 
American Sunday School Union, aim of its founders, 20, 21; extent of its work, 

21, 22; espouses cause of limited lessons, 23, 24; prepares an elaborate series of 

limited lessons, 24, 25, 30, 31. 
Arminian Magazine, quotation from, 2-4. 
Asbury, Bishop, 16. 
Auburn Theological Seminary, 112. 
BaUey, G. W., 191. 

Bala, the home of the first Sunday-school for adults, 14. 
Baldwin, Miss J. L., 162. 
Barnes, Mrs. J. W., 162, 168, 179, 181, 183-186. 
Baugher, H. L., on Lesson Committee, 106; mentioned, 115. 
Beauchamp, Harvey, 205. 
Beginners' Course, 173, 174, 179, 180, 182, 184, 187, 188, 203, 204, 254-257, 258-263, 287- 

296,349-351. 
Bell, W. M., member of Lesson Committee, 199. 
Belsey, F. F., Ill; member of British Section, 190, 200. 
Bennett, George, member of British Section, 200. 
Berean Series, 61, 67, 72, 78, 161. 
Berger, D., member of Lesson Committee, 115, 148. 
Bible Study, various plans of, 131. 

Biblical Series of Graded Lessons, 211-213; List of Lessons, 349-355. 
Black, Israel P., at St. Louis, 137; asks for separate Primary Course, 143, 164, 165; 

mentioned, 171. 
Blackall, C. R., in favor of a graded series, 143; mentioned, 61, 136, 171, 173. 
Blake, S. H., member of Lesson Committee, 115. 
Blakeslee, Erastua, sketch of, 122-124; mentioned, 133, 137, 157, 158. 
Boston Conference, 197, 198. 

British Section of Lesson Committee, 189, 190, 200, 201. 
British Sunday School Unions, communication from, 139, 140. 
Broadus, John A., member of Lesson Committee, 105; estimate of, 107; mentioned, 

115, 140, 144, 145. 
Bullard, Asa, 19, 32. 

Butcher, J. Williams, member of British Section, 200. 
Catechism, taught in Raikes' schools, 3; in early American Sunday-schools, 18; 

catechetical method applied to Limited Lessons, 27; Union Questions, 30; cate- 
chetical method in Wales, 39; in America, 45. 

357 



358 GENERAL INDEX. 

Calhoun, H. L., member of Lesson Committee, 200, 204, 212. 

Cave, Alfred, corresponding member of Lesson Committee, 121. 

Charles, Thomas, founder of adult Sunday-schools, 13; receives grant of books, 

13; account of adult schools, 14, 15. 
Chapin, A. L., on First Lesson Committee, 87, 93. 
Chautauqua Movement, 49, 50. 
Child's Scripture Question Book, 31. 
Christian Year, 110, 120, 125, 135. 
Civil War, its effect on denominationalism, 46, 47. 
Clark, Mrs. S. W., 161, 164, 165. 
Clever, Conrad, member of Lesson Committee, 199. 
Connell, Alex., member of British Section, 190. 
Cooke, Jean Paul, 116. 

Coover, M., member of Lesson Committee, 198. 
Crafts, Mrs. W. F., 114, 143, 164, 172. 
CuUey, R., member of British Section, 190. 
Cunnyngham, W. G. E., member of Lesson Committee, 105, 115. 
Curtiss, S. I., 176, 177. 
Cushman, Miss Margaret J., 169, 170. 
Diffendorfer, R. E., 210. 
Dimock, Miss J. E., 162, 165. 
DuBois, Patterson, 167, 171. 
Dunning, A. E., member of Lesson Committee, 116; estimate of, 116; Secretary 

of Fifth Lesson Committee, 149; mentioned, 144, 150, 151, 162, 172, 173. 
Editorial Association, 152, 178, 191, 197. 
Eggleston, Edward, 61, 70, 71, 72, 73, 75, 76, 77, 78, 86. 
Eiselen, F. C, member of Lesson Committee, 199, 209, 210. 
English Movement for Uniform Lessons, 35-38. 
Errett, Isaac, on Third Lesson Committee, 115. 
Evans, P. S., 86, 119. 

Extra-biblical material, 157-160, 205, 208-211. 
Fairbanks, Franklin, succeeds H. P. Haven on First Lesson Committee, 93; In 

place of Prof. Phelps on Second Committee, 106. 
Fergusson, E. M., 167, 168, 169, 171, 209. 
First-Day or Sunday School Society, 16-19. 
First National Convention, 33. 
Fisk, Harvey, 26. 

Fourth International Committee, 111-114. 
Fourth National Sunday School Convention, 70. 
Fox, William, sketch of man and his work, 6-9; correspondenoe with Raiken, 8; 

founds first society for promoting Sunday-schools, 9. 
Freeman, J. M., 74. 
French schools, 128, 129. 
Friends' Graded Series, 160. 
Frost, J. M., 206, 207. 
Gall, James, 27. 

Garvie, A. E., member of British Section, 190, 196, 201. 
George III, pious wish of, 10. 

Gibson, J. M., on First Lesson Committee, 94; corresponding member, 116, 121. 
GifFord, O. P., member of Lesson Committee, 175, 176. 
Gilbert, Simeon, quotations from, 53-56, 68-73, 75-78. 



GENERAL INDEX. 359 

Gillett, Philip G., member of Lesson Committee, 87, 92, 94, 99, 105. 

Glasgow Sabbath School Union, 39, 40. 

Gloucester, 1, 2, 7, 8, 11. 

Gloucester Journal, 1, 2, 5. 

Gradation, 155-157. 

Graded Lesson Conference, 181-188, 203, 204, 207-211. 

Graded Lessons, 24, 31, 64-67, 119, 155-214, 284fiF. 

Graded Lessons other than International, 157-161. 

Graded Supplemental Lessons, 178, 179. 

Gray, J. Comper, 98. 

Green, S, W., corresponding member of Lesson Committee, 121; member of Brit- 
ish Section, 190, 201. 

Gregory, Alfred, quotation from, 1, 2. 

Groser, W. H., 34, 35, 63, 116, 121, 190, 200. 

Gurney, William Brodie, founder of the London Sunday School Union, 12; the 
apostle of gratuitous teaching, 12. 

Hall, John, on Lesson Committee, 87; estimate of, 91; mentioned, 95, 105, 115, 128. 

Hammond, H. L., 61. 

Harper, W. R., 122, 123. 

Hart, John S., 40, 41, 156. 

Hartley, F. J., 35-38, 98, 99, 116, 121. 

Hartshorn, W. N., 143, 164, 165, 191, 197. 

Haven, Henry P., on First Lesson Committee, 87; estimate of, 92; mentioned, 94. 

Hazard, M. C, account of conference with Lesson Committee, 133. 134; mentioned 
138, 171. 

Heard, John, 33, 34. 

Hemphill, C. R., member of Lesson Committee, 175; mentioned, 198, 212. 

Henshaw, S. S., member of British Section, 190. 

Higher Criticism, influx of, 135; Lesson Committee always conservative, 135. 

Hinds, J. I. D., 115, 116, 132, 143, 147, 148, 149, 172, 173. 

Hoge, Moses D,, member of Lesson Committee, 115. 

Hopkins, H. M., 175, 176. 

House of Commons, 34. 

Hughes, Joseph, relation to British and Foreign Bible Society, 13. 

Hunton, W. L., 160. 

Hurlbut, J. L., 114. 

Indianapolis Convention, 78-86. 

Inductive Bible Lesson Quarterly, issued in 1893, 136. 

Inglis, James, 99. 

Intermediate Course, 193, 204, 208, 209, 210, 211, 212; for First and Second Year 
Intermediate in Graded Series, see Appendix, 329-342, 354. 

International Evangel, 171. 

International Primary Union, 162, 163, 164, 165. 

Jacobs, B. F., 43, 49, 55; early work, 56-58; later work, 58-60; working toward uni- 
formity, 68-70, 72, 73; snatches victory from defeat, 74-78; great speech at In- 
dianapolis, 79-86; on Lesson Committee, 87; Bishop Vincent's estimate of, 
90, 91; mentioned, 105, 115, 128, 143, 146, 150, 172, 173. 

Johnson, Frank, 34, 36, 37, 39; member of British Section, 190, 201. 

Judson, Albert, 23, 24, 26. 

Junior Course, 168, 169, 182, 185, 188, 203, 204, 207, 210; Graded Series, First Year 
Junior, 311-317; Second Year Junior, 318-323; Third Year Junior, 324fif. 

Kane, Henry, 8. 



360 GENERAL IXDEX. 



Kelly, C. H., 116; corresponding member of Lesson Committee, 121; member of 
British Section, 201. 

Kennedy, Mrs. M. G., at St. Louis, 137; favors Primary Course, 143, 104; men- 
tioned, 171. 

Kephart, E. B., estimate of, 148. 

Keystone Series, 205. 

Lesson Committee, appointment of First Committee, 85; personnel, 87; officers, 
88; description of men, 88-93; pay their own expenses, 93; outline of work, 
94-96; open to suggestions, 96, 97; select Golden Texts, 97, 98; enlist English 
brethren, 98-100; make first report, 101, 102; completion of work of First Com- 
mittee, 103-105; appointment of Second Committee, 105-107; work of Second 
Committee, 107-114; expenses paid by publishers, 112, 113; Third Committee 
appointed, 114-116; work of the Third Lesson Committee, 116, 117; early diffi- 
culties and objections met, 119-121; faces severe criticism, 122, 128; appoint- 
ment of Fourth Lesson Committee, 131, 132; first meeting, 132, 133; first con- 
ference with Lesson writers, 133, 134; criticisms from English members con- 
sidered by whole Committee, 134, 135; improvements of Lesson System, 140, 
141; important pronouncement by Lesson Committee, 141, 142; important 
conference with Sunday-school specialists, 142, 143; issue Primary Course, 145, 
146; closing labors, 146, 147; appointment of Fifth Lesson Committee, 147- 
149; puts emphasis on the biographical element, 149; seeks to construct new 
Primary Course, 149, 150; presented to President McKinley, 151; provides 
optional lessons for Pentecost, 151; cycle of Uniform Lessons for 190O-1905, 152, 
153; prepares a Beginners' Course, 171-174; personnel of the Sixth Committee, 
175-177; Uniform Lessons for 1906-1911; prepares a Two Years' Beginners' 
Course, 179, 180; additional special courses prepared, 180, 181; invited to co- 
operate with Graded Lesson Conference, 182; attitude toward graded lessons, 
186, 1S7; relations with British Section, 1S9-190; the London Conference, 190- 
194; cycle for 1912-1917, 195, 196; the Boston Conference, 197, 198; favor a 
Graded Series, 198; personnel of the Seventh Lesson Committee, 198-200; per- 
sonnel of the British Section, 200, 201; multiplied labors, 202; work on Graded 
Series, 202-204; under fire, 205-212; issue purely Biblical Series of Graded Les- 
sons, 212, 213. 

Lesson Helps, on Limited Lessons, 27, 28; helps in England, 64-66; Dr. Pelou- 
bet's account of, 124-128; on Graded Series, 205. 

Lesson System on the Continent, 128, 129; in England, 129, 130; request for modi> 
fications by British Unions, 139, 140. 

Lesson Writers, meet Lesson Committee, 132-134. 

Lewis, H. Elvet, 39. 

Libraries, 32. 

Limited Lessons, early movement toward, 22-28. 

London Conference, 190-194. 

London Sunday School Union, 12, 34, 35, 37, 38, 63, 98, 100, 120, 190. 

Lutheran Graded Series, 160. 

Macallum, A., on First Lesson Committee, 94. 

McCook, H. C, 72, 75, 76, 78. 

Mackenzie, W. D., member of Lesson Committee, 198; estimate of, 200; menHoned, 
202. 

Maclaren, J. J., member of Lesson Committee, 199, 200. 

Mac Vicar, D. H., on Second Lesson Committee, 105, 106. 

Memoriter work, 19, 20, 45, 108, 109. 

MUler, J. R., 171. 

Methodist Magazine, quotation from, 12. 

Missionary Lessons, 109, 116, 117, 120. 

Moody, Dwight L., 55, 56, 69. 

Moore, W. W., estimate of, 148. 

Moorehead, W. G., member of Lesson Committee, 198. 

Morris, Thomas, quotation from his address, 12. 



GENERAL INDEX. 3gl 

Mullins, E. Y., 207. 

National Sunday-School Teacher, 61, 62, 69, 71, 72, 73, 74, 75, 77. 

New Jersey School of Methods, 167-171. 

New Jersey Sunday School Messenger, 171. 

Newton, Richard, 75, 78, 87, 91, 105. 

New York Sunday School Union, 20, 23, 24. 

Nightingale, Thomas, member of British Section, 201, 

Normal Class, 53. 

Ostrander, Mrs. Jas. S., 164, 165. 

Palestine class, 51, 52. 

Palmer, B. M., on Second Lesson Committee, 105. 

Pardee, R. G., 32, 40-42, 156. 

Patrick, William, member of Lesson Committee, 175; estimate of, 17(J; mentioned, 
198, 208, 209, 210. 

Paxton, Miss Elizabeth D., 171. 

Peake, A. S., member of British Section, 190, 196, 201. 

Peck, Miss Julia E., 171. 

Peloubet, F. N., address on Lesson Helps, 124-128. 

Pepper, John R., member of Lesson Committee, 148; mentioned, 150, 172, 173, 175, 
198. 

Phelps, Austin, 105. 

Potts, John, member of Lesson Committee, 105; estimate of, 106; Chairman of 
Fifth and Sixth Lesson Committee, 149, 177; mentioned, 115, 172, 175. 

Power, John Carroll, quotations from, 7, 14, 15. 

Pray, quotation from, 16, 17. 

Presbyterian Board of Publication, 96, 97. 

Price, Ira M., member of Lesson Committee, 175; estimate of, 176; Secretary of 
Seventh Lesson Committee, 176; mentioned, 198, 202, 209, 212. 

Primary Lessons, 121, 137, 138, 139, 143, 145, 146, 149, 150, 164-167, 172, 180, 181, 182, 
185, 187, 188, 193, 194, 203, 204, 207, 210,; Optional Primary Lessons for 1896, 250- 
254; Graded Series, First Year Primary, 296-302; Second Year Primary, 302- 
307; Third Year Primary, 307-311; Biblical Series, 351, 352. 

Protestant Episcopal schools, 157. 

Raikes, Robert, father of the modern Sunday-school, 1, 2; letter in the Arminian 
Magazine, 2-4; a churchman, 4; helped by Rev. Thomas Stock, 5; estimate 
of rapid growth of Sunday-schools, 5; lesson system in Raikea' schools, 5, 6; 
correspondence with Fox, 8; letter to Rev. Bowen Thickens, 10; Raikes' schools 
the beginning of popular education, 11. 

Randolph, Warren, Secretary of Lesson Committee, 87, 88; estimate of, 88-90; men- 
tioned, 91, 94, 96, 98, 100, 102, 105, 110, 112, 113, 115, 117, 119, 128, 137, 143, 144, 
146, 165, 166, 167; his death, 151; Dr. Dunning's tribute to, 151, 152. 

Reading, taught in Raikes' schools, 3, 6; also in all other early Sunday-schools, 7-11, 
14, 15, 17-19. 

Revivals in the Sunday-schools, 32. 

Rexford, E. I., member of Lesson Committee, 147; mentioned, 150, 151, 172, 173, 
175, 180, 198, 202. 

Rhodes, M., member of Lesson Committee, 148, 175. 

Rice, Edwin W., 17; sketch of movement toward uniform lessons, 22-28; men- 
tioned, 171. 

Roberts, Richard, member of British Section, 201. 

Roman Catholic schools, 157. 

Rowland, Alfred, Chairman of British Section, 190, 200. 

Sampey, John R., member of Lesson Committee, 145; estimate of, 148; mentioned, 
173, 175, 180, 198, 202, 208, 209, 212. 



362 GENERAL INDEX. 

Schauffler, A. F., member of Lesson Committee, 147, 14S; emphasizes biograph- 
ical feature, 149; Secretary of Sixth Lesson Committee, 177; mentioned, 160, 
172, 175, ISO, 183, 186, 198, 202. 

Seaton, "Father," 23. 

Second National Convention, 33. 

Semelroth, W. J., 171. 

Senior Course, 192, 196, 208, 209, 210, 212; for First Year Senior, see Appendix, 343- 
348. 

Shuey, E. L., member of Lesson Committee, 175, 176. 

Smith, Adam, opinion of Sunday-schools, 10. 

Sraither, John, 98. 

Spelling, taught in Raikes' schools, and in all early Sunday-schools, 10. 

Spooner, Frank, member of British Section, 201. 

Stahr, J. S., member of Lesson Committee, 132, 149, 175. 

Standard, The, 69, 72. 

Stifler, J. M., elected a member of Lesson Committee, 151. 

Stuart, George H., on First Lesson Committee, 87, 92, 94. 

Subcommittee on Graded Lessons, 202-204; 207-212. 

Sunday School Journal, 29. 

Sunday School Society, founded by Fox, 9; work of the Society, 10 ,11. 

Sunday-School Teachers' Quarterly, 48, 60, 62. 

Sunday-School Times, 69, 165. 

Swiss Union, 128, 129. 

Syndicate Series, 205. 

Taylor, Frederic, member of British Section, 190, 201. 

Teachers, paid by Raikes, 2, 3, 4, 6; also by the Society for promoting Sunday- 
schools,ll; advent of the unpaid teacher, 11, 12; ladies of fashion become teach- 
ers, 10; teachers in Philadelphia paid, 18; evangelistic note heard, 18, 19. 

Tead, Mrs. E. L., 172. 

Temperance Lessons, 103, 109, 110, 114, 116, 117, 120, 192, 194. 

Tenth International Convention, 59, 60. 

Thacker, Ludwig, 16. 

Third International Convention, 110. 

Third National Convention, 33, 43, 57. 

Tomlinson, William A., 23. 

Towers, Edward, corresponding member of Lesson Committee, 121; member of 
British Section, 190, 201. 

Townsend, W. J., member of British Section, 190. 

Trumbull, C. G., 188. 

Trumbull, H. Clay, 92; letter from, 166; mentioned, 171. 

"Two Years with Jesus," 62, 66. 

Tyler, B. B., member of Lesson Committee, 132, 149, 175. 

Tyler, J. B., 72; succeeds Geo. H. Stuart on First Lesson Committee, 92. 

Tyng, Alexander G., on First Lesson Committee, 87, 91, 92, 94. 

Tyng, Stephen H., 32, 40. 

Uniform Lessons, 217-249. 

Uniform Lesson System, its origin, 44-86; its triumphant expansion, 87-118; grow- 
ing criticism of uniformity, 119-154; later history, 155-214; Mr. Vincent pre- 
pares the way, 60-62; an early English Uniform System, 63-66; work of B. F. 
Jacobs, 67-86; the crisis of 1871, 74-78; the Indianapolis Convention, 78-86: 
growth in popularity. 111. 

Union Primer, 31. 



QESERAL INDEX. ggg 

Union Questions, 30, 31. 

Unitarian Sunday-schools, 157. 

Vella, Miss Bertha F., 163. 

"Verse-a-day" system, 28-30. 

Vick, C. W,, member of British Section, 201. 

Vincent, John H., 43 ; early work, 47-55; conducts first Normal Class, 53; conducts 
first Sunday-school Institute, 53, 54; prepares the way for uniformity, 60-62; 
editor of Sunday-School Teachers' Quarterly, 48, 60, 62; editor of Sunday- 
School Teacher, 60-62; founds the Berean Series, 61; "Two Years with Jesus," 
66; on Graded Sunday-schools, 66, 67; editor of Berean Series, 72; attitude 
to uniformity, 73, 75, 76, 77, 78, 86; Chairman of First Lesson Committee, 87, 
88; visit to England, 99, 100; mentioned, 105, 106, 107, 114, 115, 156, 161. 

Warne, Frank W., representative for India, 201. 

Warren, H. W., member of Lesson Committee, 147, 175. 

Waters, Charles, corresponding member of Lesson Committee, 121; member of 
British Section, 190. 

Wells, Ralph, 32, 40, 41. 

Wesley, John, editor of Arminian Magazine, 2; his work paved the way for the Sun- 
day-school, 5; describes Sunday-schools at Bolton, 12; quotation from, 19. 

Williams, Miss Anna, 168. 

Winona Conference, 177-179. 

Worden, James A. ,on Second Lesson Committee, 105, 106; mentioned, 171. 



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" With the aid of its blackboard sketches it aims to 
teach the leader to talk with children, to encourage the 
memorizing of Bible verses, and to make use of the 
lessous from nature." — C. £. World. 



S. S. LESSON HELPS 



Arnold's Practical Commentary 
on the S. S. Lessons 

A Comprehensive Commentary: Hints to 
Teachers, Illustrations, Blackboard Exercises, 
Questions, Maps, Class Register, Etc., Etc. 
Edited by Specialists in the various departments. 
The Year's Lessons in One Large Octavo 
Volume, - Postage^ loc. Extra. net .60. 

«* In the title of this book the v!or A practical should 
be read with emphasis."— T'/i^ Christian Evangelists 

" The leading purpose of the Sunday School teacher 
should be conversion. This book is prepared for aiding 
along this line."— 734^ Advance. 

" The cheapest and one of the most helpful books 
«f its kind." — Cumberland Presbyterian, 

The Gist of the Lessons 

By R. A. Torrey, Sup't Moody Bible Institute, 
Chicago. Bound in Full Leather only, substan- 
tial, attracti/e, flexible, gold embossed, 160 
fiages. - - • - . net .26. 

nterleaved, net .60. 

Special features : Three pages of notes on each 
lesson; special emphasis of the text; changes 
from authorized to revised version shown ia 
footnotes; prayer meeting topics. 

•• Better this year than ever. All it claims to be, th» 
real gist of the lesson." — Cumberland Presbyttrian. 

'•Boiled down, and pressed together under the 
kydraulic, skimmed, strained and pressed again, and 
yet full, generous and helpful in its treatment of the 
lesson. I greatly prize it." — Marion Lawrance^ Gtn^l 
Ste'y Jntcrnationai Sunday School Association. 

The S. S. Lesson Illustrator {Periodical) 

A monthly magazine devoted to the exposition 
of the Sunday School Lessons. Terms, United 
States, 60c. a year. Six or more to one address, 
50c. — Canada, 72c., or clubs of six or more, 62c. 
— To European subscribers, 3 | 6 per annum, 
or in clubs of six and more, 3 \ • All terms 
include postage. 

«* I consider the • Illustrator ' one of the best of the 
helpers published for the Sunday School teacher. It 
it helpful where many entirely fail, by showing how tO 
•pply the truth of the lesson.'^— .^o^A fVells, 



MEMBERS OF TH" LESSON COMMITTEE 




Franklin Fairbanks J. A. Broadus, D. D. W. G. E. Cunnyngham, D. D. 

1876-1884 1878-1895 1878-1896 




H. L. Baugher, D. D. B. M. Palmer, D. D. J. A. Worden, D. D. 

1878-1896 1878-1884 1878-1884 




1 r" 



^ SB'S I JW^ ^9 




D. H. Mac Vicar. LL. D. Hon. S. H. Blake D. Berger, D. D. 

1878-1884 1884-1896 1834-1S96 



MEMBERS OF THE LESSON COMMITTEE 




J. J. Maclaren, D. C. L. W. G. Moorehead, D. D. W. M. Bell, D. D. 

1908 to date 1908 to date 1908 to date 




H. L. Calhoun. Ph. D. 

19C8todate 




M. Coover, D. D. F. C. Eiselen, Ph. D. 

1.08 to date 19:8 tu date 



C. Clever, D. D. 

1908 to date 



Date Due 




